JUNE / JULY 2019 VOLUME 23 ISSUE 6 Hone Your Craft Educators Reveal Their Best Practices Page 30

Pride Month Page 13

JUNE / JULY 2019 VOLUME 23 ISSUE 6 Hone Your Craft Educators reveal their best practices Page 30

They’re in your classrooms and may be your colleagues. A new generation comes of age. Page 21 Generation z

Happy Tails The magic of therapy dogs Teen Court Rules Best Photo Apps in school Page 34 Page 46 Page 45

1906 Educator cover v6.indd 1 6/7/19 9:18 PM It pays to be a CTA member

Announcing New Benefits CTA membership comes with many great benefits including access to the only CTA-endorsed Disability Insurance plans from Standard Insurance Company (The Standard). Now, at no extra cost to you, when you protect your paycheck with CTA-endorsed Disability Insurance from The Standard, you also get access to two new benefits from CTA:* • Student Loan Benefit • Cancer Benefit These added benefits are available exclusively for members enrolled in the CTA-endorsed Voluntary Disability Insurance plans on a qualified disability claim.

Learn more! Visit us at CTAMemberBenefits.org/Disability

*The benefits are offered by CTA to eligible members on approved disability claims under the CTA-endorsed Voluntary Disability Insurance plans with a disability date on or after 9/1/2018 who meet additional specific criteria. CTA provides these benefits at no extra cost, and The Standard acts onlyFor moreas the than claims 100 years administrator weDear have Colleague, been of thesededicated benefits. to our core purpose: to help people achieve financial well-being Student Loan and Cancer Benefits are not provided under the Disability Insurance policy. Each year, you and all California Teachers Association members dedicate your and peace of mind. We have earned a national reputation time and energy to preparing the children of California for the future. You are for quality products and superior service by always striving To enroll in new coverage you must meet eligibility requirements including being an active CTA oftenmember. asked For to developcosts and creative approaches to new and unique challenges. further details of the coverage, including exclusions, benefit waiting periods,to do what any isreductions right for our or customers. limitations and the terms With the passion and commitment you bring to your students, it can seem like under which the policies may be continued in force, please contactEric Standard C. HeinsHeadquartered Insurance in Portland, Company Oregon, at 800.522.0406 The Standard is(TTY). a there isn’t enough time to look after your own needs. President,nationally CTA recognized provider of group Disability, Life, Standard Insurance Company, 1100 SW Sixth Avenue, Portland, OR 97204Dental and Vision Insurance.To We help provide you get insurance the protection to nearly you deserve, CTA offers Voluntary Disability and GP190-LTD/S399/CTA.1 SI 20197-CTAvol (11/18) 23,000 groups covering moreLife than Insurance 6 million through employees Standard Insurance Company (The Standard). These nationwide.24 Our first groupplans policy, were written specifically in 1951 designedand still to meet the needs of CTA members. They offer in force today, stands as a testamenthigh-quality to ourcoverage commitment that you to and your loved ones can depend on. building long-term relationships. 1906 Educator cover v6.indd 2 CTA endorses only one6/7/19 provider 9:18 of PMDisability and Life Insurance – The Standard. For more information about They’veCTA-endorsed been protecting Disability theirand customers for more than 100 years and are Life Insurance from The Standard,highly regardedcall our dedicated for their service CTA and integrity. With their history of strength and Customer Service Departmentreliability, at 800.522.0406 we are confident (TTY), The Standard is a partner you can trust. 7:00 a.m. to 6:00 p.m. Pacific Time, Monday through Friday. This brochure contains information about Disability and Life insurance from The 24 As of December 31, 2015, basedStandard, on internal anddata developedthe forms by you need to enroll. More details and convenient online Standard Insurance Company.enrollment are also available at CTAMemberBenefits.org/TheStandard.

We take pride in offering benefits that members like you value. That’s why over 76,0001 of your peers have chosen to protect their way of life and families with The Standard. Please consider taking a moment to get the peace of mind you deserve.

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1 As of 3/31/2016, based on data developed by The Standard. GP190-LTD/S399/CTA.1 GP190-LIFE/S399/CTA.3 SI 13565-CTAvol 05/16 60K June / July 2019

VOLUME 23 ISSUE 6

#WeAreCTA OUR VOICE, OUR UNION, OUR PROFESSION WHAT’S HAPPENING NOW MAGAZINE DIGITAL PROFESSIONAL MEMBER DEVELOPMENT BENEFITS

SEE SPOT IN CLASS BURSTING WITH PRIDE ESP TRAINING, SUPPORT SAVE ON THEME PARKS Students and educators Pride Month resources for NEA’s ESP Quality From Disneyland to Lego- benefit from dogs’ calming, you and your students. department offers a land, grab great discounts. healing influence. PAG E 34 PAGE 13 variety of professional ctamemberbenefits.org/ storycorps.org/discover/ development webinars. access BEST PRACTICES — AND YOU outloud tinyurl.com/NEAESPQ Six pros share the teaching FINANCIAL WELLNESS strategies they use to con- ALL ABOUT CTA’S SOCIAL BOARD CERTIFICATION Assess your fiscal health. nect with students. PAG E 30 Want to connect to CTA’s Register for CTA’s Jump Find information, tools, many chapters and pro- Start in July, a free NBCT members-only offers and grams on social media? Go precandidacy program. more. CTAinvest.org TEEN COURT RULES! here: cta.org/social tinyurl.com/ Inside a Redondo Beach CTAJumpStart LEGAL SERVICES high school’s restorative Members are eligible for justice program. PAG E 46 SOCIAL JUSTICE RADIO HOUR VIDEO CLIPS CAN HELP CTA’s Group Legal Services San Joaquin Delta College Amplify curriculum with Program, which provides A FRIEND IN NEED Teachers Association mem- video. A clip from the docu- employment-related What kind of person bers take to the airwaves. mentary 13th, for example, advice, representation, etc. donates a kidney to a tinyurl.com/SJDCTAradio can deepen learning about cta.org/legal colleague? A teacher, of racial inequality. course. PAG E 55 CTA’S NEW AD SPOTS tinyurl.com/vid-edu GET FIT FOR LESS The latest TV and radio Special prices on fitness ads underscore educators’ centers and classes MONSTERS IN MANTECA advocacy for students. at Access to Savings. Cool stuff happens in Scott PAGE 59 ctamemberbenefits.org/ Myers’ classes on video youtube.com/ access game design, 3-D modeling CaliforniaTeachers and other tech skills. PAG E 16 ABOVE: Hundreds of educators fill the State Capitol Rotunda on CTA’s May 22 Day of Action, urging lawmakers to vote in support of public education. Story on page 38.

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CTA’S #REDFORED DAY OF ACTION Educators demand that legislators act to Generation Z fully fund public education. PAGE 38 They’re at the forefront of tremendous cultural change. How best to teach them? Therapy Dogs PAGE 21 Who’s a good boy? Turns out the entire class is — or students are at least less CONSTANT REFINEMENT stressed — when there’s a pooch in the room. Six pros share how they get the best out of their students. PAGE 30 PAGE 34

DEPARTMENTS In the Know Teaching & Learning 8 Calendar 45 TECH TIPS: Five great photo apps to try this summer 10 News & Notes 46 RESTORATIVE JUSTICE: Teen court rules in Redondo Beach 12 Quotes & Numbers 49 RACIAL EQUITY: Interview with Heather Hackman 13 Digital Buzz 51 BEST PRACTICES: Encouraging all students to speak up

Spotlight CTA & You 14 LEADERSHIP: Meet CTA President-elect E. Toby Boyd 53 STATE COUNCIL: June meeting highlights 16 PROFILE: Scott Myers teaches some serious magic 55 GIVING: Member helps save a colleague’s life 18 WINNERS: Patrick Daley boosts Special Olympics 57 LIT FROM WITHIN: New works by our members 59 MEDIA CAMPAIGN: Educators advocate for students Advocacy 60 MEMBER BENEFITS: List of programs and contacts 40 LEGISLATIVE UPDATE: State budget, education bills 41 ORGANIZING: UTLA squelches district’s plan 43 BARGAINING: Statewide roundup Photos this page: Middle school students at Sherman Oaks Center for Enriched Studies; the State Capitol, May 22; a student reads to teacher Fiorela Piedra’s dog, Joy. Main cover photo: Edith Alvarez Garcia, Gen Z educator at Hidalgo Elementary in Brawley (we’ll meet her in part two of our Gen Z report in August).

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1906 Educator draft v3.indd 2 6/12/19 11:18 AM UP FRONT

LET US KNOW WHAT YOU THINK. We accept signed email and letters; we excerpt user posts from CTA social media platforms and californiaeducator.org. Content subject to editing for clarity and space. Photos must have permissions. Opinions expressed by writers are not necessarily those of CTA. [email protected]; #WeAreCTA

Transitional Kindergarten: Too Many Kids Members responded to our special report on early childhood education in the April/May issue.

CHILDREN LUCKY ENOUGH to qualify for tran- I FOUNDED AND teach the TK program at sitional kindergarten (TK) are indeed given the Patterson Elementary in Vallejo. Our kinder- gift of time. However, because of the garten teachers have all noted the ridiculous class size and lack of support dramatic difference in their students for students with special needs, the TK between ones who have attended TK or classroom is often not as idyllic as the preschool, and ones who’ve had no pre- article indicates. The pre-K ratio is a vious schooling experience. reasonable 15 students to two adults. Because TK comes under elementary Unbelievably, the TK ratio is 22 students education laws, our classes can have to one teacher. This ratio is unsafe and anywhere from 24 to 32 students — with an insult to the goals of the program. one teacher. These exact same students The 114 hours total of para time allotted in a preschool situation have two or to each TK classroom is woefully inad- three teachers per classroom. If we really equate and only lasts the first month value student learning and the safety of of school (if someone picks up the job, our students, there should be no more which is not guaranteed). than 18 students in a TK class, and 20 The article states that 9 percent of TK in a kindergarten class. Having full-time students receive special education ser- aides/assistants would be another way to vices. In a class of 22, that should be two reduce the ratios. students. In my four years teaching TK, The other most significant impediment other teachers in my district and I have had three to quality staff in both preschool and TK/kinder- or four students each year who already have an IEP garten aides is salary. My 18-year-old daughter, when they enroll in TK, rarely with any para sup- with no college experience, earns a higher hourly port minutes included. Often additional students wage and benefits at our local In-N-Out than she qualify for services after assessments and test- could as a preschool aide where college units are ing. These include students with autism who tend required in our school district. to be sensitive to loud noises and music, yet there is no para to allow the child to take a break outside JOANNA CHOCOOJ the classroom. Without full-time para support, Vallejo Education Association and para minutes included in IEPs, the current TK model is neither safe nor sustainable.

SARAH HUDSON United Educators of San Francisco

facebook.com/wearecta CTA Scholarship Winners! @WeAreCTA Loma Vista Middle School student Emily Lopez (right) and her youtube.com/californiateachers teacher, Alvord Educators Association member Froukje Schaafsma- Smith, each received $550 for Emily’s entry in CTA’s 2019 Cesar E. @WeAreCTA Chavez Memorial Education Awards Program. Schaafsma-Smith has taught art at Loma Vista for over 20 years, and created a lesson for WeAreCTA CTA’s award program where she teaches students the power of art to communicate ideas. #OurVoiceOurUnion #WeAreCTA For the full list of CTA scholarships winners, go to For our full social media directory, see cta.org/scholarships. cta.org/social.

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EDITOR IN CHIEF Katharine Fong STAFF WRITER Julian Peeples CTA SOCIAL MEDIA EDITOR Sam DeMuro CTA WEB EDITOR Rachel Warino EDITORIAL ASSISTANT Craig Hamilton WEB ASSISTANT Gladdie Cabral

CTA ELECTED OFFICERS PRESIDENT Eric C. Heins VICE PRESIDENT Theresa Montaño SECRETARY-TREASURER David B. Goldberg

BOARD OF DIRECTORS Greg Abt, Jesse Aguilar, José Alcalá, Joe Bartell, Gayle Bilek, Greg Bonaccorsi, E. Toby Boyd, Chris Bushée, Barbara J. Dawson, Jerry Eaton, Robert Ellis, Bill Freeman, Margie Granado, Susan Green, Shelly Gupton, Mel House, Terri Jackson, Erika Jones, Leslie Littman, Sergio Martinez, Angela Normand, Mike Patterson, Roberto Rodriguez, Eva Ruiz

EXECUTIVE DIRECTOR Joe Nuñez ONLINE ASSOCIATE EXEC. DIRECTOR Rebecca Zoglman COMMUNICATIONS MANAGER Jonathan Goldman ASSISTANT MANAGER Claudia Briggs INDUCTION CONTRIBUTORS Scott Buschman, Stephen R. Harris III, Dawn L. Marsh, Cynthia Menzel, Mike Myslinski, Terry Ng, Jay Ortiz, PROGRAM Sherry Posnick-Goodwin, Rosie Reid, Ed Sibby, Frank Wells EDITORIAL INFORMATION California Educator is published for the information and edification of CTA members. A COMPREHENSIVE The editorial philosophy is governed by the policies of CTA. Articles and advertising reflect that philosophy. Letters to the editor may be sent to [email protected]. TWO-YEAR, INDIVIDUALIZED, Publication of advertising in the California Educator does not indicate JOB-EMBEDDED SYSTEM CTA approval of the product or of the companies that purchase advertising.

OF MENTORING, SUPPORT For advertising rates and information, contact Lisa Neely, COP Communications, Inc., 620 W. Elk Ave., Glendale, CA 91204 818-660-5828 AND PROFESSIONAL LEARNING. [email protected] copcustompub.com

Our university-sponsored Online Induction CTA/NEA membership dues for the fiscal year (Sept. 1, 2018, to Aug. 31, 2019) are $892, Program is a convenient option for individuals including a $20 refundable contribution (see cta.org/contribution for details). $19.42 of CTA annual dues is designated for CTA/ABC political activities to support state and to obtain a clear teaching credential to maintain local candidates and/or initiatives, and $10.00 of CTA annual dues is designated for independent a valid teaching credential (Single Subject, expenditures, totaling $29.42 not deductible for income tax purposes.

Multiple Subject or Education Specialist). Subscription to the California Educator is $10 per year, available to persons The program provides or institutions not eligible for CTA/NEA membership. • The required Induction coursework with CALIFORNIA TEACHERS ASSOCIATION 1705 Murchison Dr., Burlingame, CA 94010-4583 two-track options. 650-697-1400; fax 650-552-5002; [email protected], cta.org • A planned course of study. MISSION STATEMENT • Student advisement and clear credential The California Teachers Association exists to protect and promote the well-being of its members; to improve the conditions of teaching and learning; to advance recommendation upon completion. the cause of free, universal and quality public education; to ensure that the human dignity and civil rights of all children and youth are protected; and to secure a more just, The vast majority of public K-12 schools in California equitable and democratic society. require instructor applicants and employees to hold maintain a valid teaching credential. California Educator Volume 23, Issue 6, June / July 2019 California Educator (ISSN 1091-6148) is published in August, October, December, February, April and June by: California Teachers Association, 1705 Murchison Dr., Burlingame, CA 94010-4583. extension.ucsd.edu/induction Periodicals Postage Paid at Burlingame, CA, and additional mailing offices. POSTMASTER: Send change of address to California Educator, P.O. Box 4178, Burlingame, CA 94011-4178.

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1906 Educator draft v3.indd 4 6/12/19 11:18 AM PRESIDENT’S MESSAGE

Heins speaks to the crowd at the CTA May 22 Day of Action.

An Honor and a Thrill WHAT A SCHOOL YEAR it’s been! The have stripped our members of #RedForEd movement is alive and well due process rights, eliminated in California. seniority and experience as Nowhere was that more evident than determining factors in layoffs, on our May 22 #RedForEd Day of lengthened our two-year pro- Action. The day was about standing up bationary period, and made to privatizers and pushing for passage of test scores the primary deter- our sponsored package of charter bills minant in teacher evaluations. that would help end the waste, fraud and We worked to change Cali- abuse that takes badly needed resources fornia’s school accountability from California students, and stop the system and adopt the Califor- fostering teacher-led professional devel- unregulated growth of charter schools nia School Dashboard. Now students and opment that has so far impacted more that drains resources from our neigh- schools are no longer reduced to just a than 100,000 educators. borhood public schools. single test score. We launched the Kids We still have a long way to go. Local chapters are taking action for Not Profits campaign, calling for greater Even with more funding than public students as well. New Haven Teachers accountability and transparency for char- schools have ever had, California still Association became the sixth CTA chapter schools. We elected pro- education ranks near the bottom in the nation in ter to strike this year, following in the candidates like Gavin Newsom and Tony per-pupil spending. footsteps of Banning, UTLA, Oakland, Thurmond. We sued and won against We’ll get closer to adequately funding Sacramento City, and teachers at The Betsy DeVos. our schools when we pass the CTA- Accelerated (charter) Schools. We’ve even been able to turn a legal backed Schools and Communities First In all these struggles, the many victo- loss into a victory. June marks the one- Act on the 2020 ballot, and finally make ries we’ve had aren’t ends in themselves, year anniversary of the Janus v. AFSCME a badly needed change to a part of Prop- but set us up for a better decision. In many ways osition 13 that has starved our schools of future for our members and “ As my term as we are stronger than ever. billions of dollars every single year. for the students we serve. CTA president Our social justice work It has been an honor and a thrill for As my term as CTA pres- ends, I am continues. We passed me to be with all of you as part of our ident ends, I am humbled humbled when Proposition 58 and victories, to fight with you when public when I look back on all we I look back on ended California’s dis- education is under attack, and to help have accomplished together. criminatory laws against CTA be there for members and students Shortly before I became all we have bilingual education. We in the most difficult of times — whether president, CTA adopted its accomplished stood up against the it’s a devastating natural disaster or an Long-Term Strategic Plan. together.” Trump administration’s unthinkable school shooting. That road map for the future cruel and intolerant I’m deeply grateful to each of you for has been my guide, and it has really immigration policies. The American all you’ve done to help make a stronger served us well. Dream and Promise Act recently passed CTA and a better world for the students One of the plan’s areas of focus is a key House vote, the furthest any Dream we serve. Thank you. advocacy on education reform. Soon Act has gotten since 2013. after I took office, CTA helped lead the One of the Strategic Plan focus areas is Eric C. Heins successful legal effort to overturn the transforming our profession. To that end, CTA PRESIDENT Vergara v. California ruling, which would CTA’s Instructional Leadership Corps is @ericheins

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1906 Educator draft v3.indd 6 6/12/19 11:18 AM EDITOR’S NOTE

Ava Kinzler on her phone before class starts at Sherman Oaks Center for Enriched Studies.

Rise of a New Cohort

IN THE NEXT DECADE, says Jean M. Twenge, a psychologist who studies generational differences, we may see more young people who know the right emoji for a situation, but They also learn from what they feel — in a very tactile sense, not the correct facial expression. as our story on therapy dogs shows (“Happy Tails,” page 34). We don’t have to wait! Like their peers, my teen daughters Petting, playing with and even reading to a specially trained are virtuoso digital communicators, agile fingers tapping out dog can ease students’ stress and promote a happier environ- acronyms, animations and emojis at once. The social skills to ment. Davis Teachers Association member Cori Schneider interact well with adults and speak articulately? Not so much. brings poodle Dorothy to her middle school special ed class, That may be typical of teens through the ages. But in “Gen- and notes the unique connection between kids and dog. “The eration Z” (page 21), Twenge, a California Faculty Association way Dorothy looks at students makes them feel seen, wanted member at San Diego State, says that all the time spent online and loved, which is what you want for all students.” by young people born between 1995 and 2012 goes beyond We want this for ourselves as well, and often the CTA family inappropriate facial expressions. It may also put their well- goes to great lengths to demonstrate love for each other. Dawn being at risk. Marsh tells of her El Monte Elementary Teachers Association Our report looks at her findings, as well as the Gen Z stu- colleagues in “A Precious Gift” (page 55): Alexandria Fabbro dents who currently fill our classrooms and the educators who and Shirley Chan are special ed teachers at the same school, teach them. “For the most part, they are good kids,” says Angie and when Fabbro found out Chan was in desperate need of Barton, a millennial high school teacher and United Teachers a kidney, she didn’t hesitate to donate hers. “This sacrifice Los Angeles member. “They are more inclusive, socially con- and genuine love and compassion for another person speaks scious, and care about others.” volumes of [Fabbro’s] character, and is yet another example of Barton’s description could easily apply to educators, whose educators’ giving spirit,” Marsh writes. efforts to engage and nurture students never end. In “Constant We couldn’t agree more. Send off your students for the sum- Refinement” (page 30), several reveal their best teaching prac- mer with a few teacher-recommended books to read (page 8), tices, from mindfulness to Minecraft, and how to figure out take advantage of a little professional development (page 9), kids’ passions. check out the best new photo apps (page 45), and enjoy the Among them is Alisal Teachers Association’s Angela Der break. See you in August. Ramos, who says it’s vital to students’ learning to raise multicultural awareness. “If you teach children who do not look like Katharine Fong you, it is important to understand the impact of racial narra- EDITOR IN CHIEF tives that affect all of us. Children learn from what they see.” [email protected]

Get in the Educator! We’d love to hear from you. Send feedback, opinion pieces and first- person essays (limit 650 words) to [email protected] and include your name, chapter and contact info. We publish freelance articles on occasion, but prefer that you contact us first.

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1906 Educator draft v3.indd 7 6/12/19 11:19 AM In the Know CALENDAR

Pride Month IT’S NEVER too late in the year to teach the value 2019 of a safe, inclu- June / July sive and affirming classroom and school — for LGBTQ+ and all students. Check out GLSEN Summertime, and (glsen.org/educate/resources) for lesson the Reading is Easy plans and resources. From “Be an Ally, Not a MAKE SURE your students know Bystander” to “Unheard Voices,” all grade lev- how important — and fun — it is to els are served. (For more ideas, see page 13.) read during their summer break. Beyond celebrating Pride Month in June, Here are a few teacher-recom- there’s a big need. A recent Equality California mended books; for more, go to Institute survey (safesupportiveschools.org) cta.org/californiareads. finds that school districts inconsistently imple- In Last Stop on Market Street, by ment state laws designed to protect LGBTQ+ Matt de la Peña and illustrated by students. While the report gives relatively high Christian Robinson (grades 1-2), marks to schools for anti-bullying and suicide CJ sees his friend Colby leave prevention efforts, it notes that curricula, staff church in a car with his dad. Why diversity training, and policies involving trans- must he and his grandmother wait in the rain for the bus gender and gender-nonconforming students ride across town? Why don’t they don’t own a car? Why could be considerably improved. doesn’t he have an iPod like other boys? Why? Nana’s answers spark his imagination and help him see the beauty in the world around them. A Night Divided, by Jennifer Nielsen (grades 6-8), finds Gerta’s family suddenly divided NEA Human by the rise of the Berlin Wall after her father Rights Award and brother go west in search of work. East German soldiers closely watch Gerta, her Winner mother and other brother Fritz, as well as Eddy Zheng their neighbors. After she spots her father THE 2019 NEA Human and on a viewing platform on the western side, Civil Rights Award win- she figures out that he wants her and Fritz to ners will be feted July 3 in tunnel beneath the wall. The consequences if Houston. The annual event they’re caught will be deadly. Can she and her family do it? honors leaders in racial justice, social justice, I Am Not Your Perfect Mexican Daughter, by Erika L. and human and civil rights. Sánchez (grades 9-12), tells the tale of Winner of the Ellison S. Onizuka Memorial smart, rebellious teen Julia Reyes, who Award is youth counselor and activist Eddy lives with her parents and “perfect” older Zheng. Zheng emigrated with his family from sister Olga. After Olga dies in an accident, China to Oakland when he was 12. The latch- Julia discovers that she may not have been key kid who spoke no English soon fell in with as saintly as everyone believed. She also criminal activity. Zheng ended up spending 20 finds out why her parents are so fearful of years in San Quentin State Prison, where he Julia building a different life for herself. turned his life around. His story is a testament to second chances, the transformative power of education, and immigrant communities’ positive contributions to American society. For the full list of winners, go to nea.org/grants/HCRAwards.html.

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1906 Educator draft v3.indd 8 6/12/19 11:19 AM Get Schooled on STEM The 8th Annual STEM Forum & Expo, July 24–26 in San Francisco, is hosted by the National Science Teachers Association. The event brings together educators and exhibitors, and provides tools and resources for successful STEM education, outreach programs, partnerships, schools and curricula. Keynote speaker is Bernard A. Harris Jr., CEO of the National Math + Sci- ence Initiative, which aims to improve teacher effectiveness and student achievement in STEM education across the country. The first African American to walk in space, Harris is a medical doctor and former NASA scientist. nsta.org/conferences

PBL World 2019 ASCD Conference Presidents Conference JUNE 18–20 Conference on Teaching Excellence JULY 18–21 Conference American Canyon High School, JUNE 25–27 Conference Fairmont Hotel, San Jose. Geared Napa Valley. PBL World, sponsored Orlando, Florida. “Building Resilient for local chapter leaders. New and by the nonprofit Buck Institute for Schools.” Hear experts present second-year presidents and new Education, is the premier confer- essential trauma-informed practices community college chapter presi- ence for Project Based Learning. and concrete ways to instill self- dents begin Thursday with specially pblworld.org worth and a tenacious, optimistic tailored core training; others join mindset for every student. Learn suc- Friday for electives and workshops to ISTE 2019 Conference & Expo cessful strategies for even the most enhance leadership skills. Hotel cut- JUNE 23–26 Conference challenged student. ascd.org/cte off: June 25. ctago.org Philadelphia. More than 16,000 educators will attend the nonprofit NEA Representative Assembly 2019 CA MTSS Professional International Society for Technology JULY 2–7 Convention Learning Institute in Education’s annual convention, Houston. With about 8,000 dele- JULY 29–31 Conference which offers over 1,000 professional gates, the RA is the world’s largest The California Multi-Tiered System of development opportunities and democratic deliberative body. CTA Support gathering offers “immersive” edtech exhibits. members will help set policy and learning on creating equitable and conference.iste.org/2019 chart the direction of NEA business. inclusive school conditions for all. nea.org/ra tinyurl.com/MTSS-CAconf

Plug In, Summer Institute Connect, JULY 28–AUG. 1 Conference UCLA Conference Recharge Center, Los Angeles. THAT’S THE THEME of NEA’s 2019 Conference CTA’s premier training on Racial and Social Justice, June 30–July 2 workshop offers six in Houston, Texas. Workshops, panels and ple- concurrent full-week strands that prepare you to accomplish naries will give you information and resources your leadership role in your chapter and meet your professional to plan, strategize and engage on issues that development goals. Example: the Instruction & Professional impact educational opportunities for com- Development strand explores how the brain impacts student munities of color, LGBTQ+ and women. See learning, encompassing brain science, trauma-informed prac- nea.org/racialsocialjustice for details. tices and more. Registration deadline: July 14. ctago.org

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New CCA Officers CONGRATULATIONS to the newly elected officers of the Community College Association, who begin their terms Amplifier in June. for Educators DESIGN LAB AMPLIFIER, which amplifies the voices of social change movements through art and community engagement, believes the most crucial conversations that will shape America’s future are happening in our classrooms. Its Education Amplifier program creates teaching tools such as artwork, lesson plans, art builds and story- telling opportunities, and distributes them free to educators for classroom use. These are meaningful ways for educators and students to join the conversation around such topics as climate justice, criminal justice reform, voting rights, immigration rights, disability justice, gun reform, queer rights and literacy. Educators can sign up at amplifier.org/campaigns/we-the-future.

President: ERIC KALJUMÄGI, Per-Pupil Expenditures, adjusted for regional Mt. San Antonio California College cost-of-living differences (2016–17 data) Moves Up — Rank State Per-Pupil Expenditures But Still Lags 1 Vermont $ 20,540 IN EARLY JUNE, Education Week 2 New York $ 19,697 released its “Quality Counts 2019: School Finance” report. 3 Wyoming $ 18,090 It finds that California now 4 Alaska $ 17,872 ranks 39th of 51 (50 states and 5 Connecticut $ 17,798 Washington, D.C.) in per-pupil expenditures based on 2016-17 6 New Jersey $ 16,543 data that has been adjusted for 7 New Hampshire $ 16,347 Vice president: regional cost-of-living differ- RANDA WAHBE, 8 Pennsylvania $ 16,122 Cypress College ences. That is up from 44th the prior year. The state’s per-pupil 9 Maine $ 16,006 funding of $10,281 is still $2,475 10 Rhode Island $ 15,320 below the national average, and a whopping $10,259 below National Average $ 12,756 top-ranked Vermont. Go to 39 California $ 10,281 edweek.org for the full report. Education Week, “Quality Counts 2019”

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1906 Educator draft v3.indd 10 6/12/19 11:19 AM “Do you think “In general, salaries for teachers do you support or in your community are oppose public school too high, too low, or just teachers striking for Brittany Bentz says both students about right?” higher pay?” and educators need more counselors.

Too high 6% Support 61% * Too low 61% Oppose 36% Just about right 30% Don’t know 3% Don’t know 4% * Support from public school parents: 70%

Return to Paradise RIGHT AFTER THE devastating Camp Fire destroyed the town of Paradise in November, the Educator reported on a few heroic Public Policy Institute of California teachers who continued to hold class in their living rooms, Chico’s public library, on Facebook Live — wherever they could gather their students and instill some normalcy Higher Pay for Teachers into upended lives. Six months later, our reporter Needed, Supported went back to check in on these same educators and their stu- THE AVERAGE CLASSROOM teacher salary nationwide increased by 11.5 dents. While donated materials percent over the last decade. But after accounting for inflation, the average and supplies fill the ad hoc class- salary actually decreased by 4.5 percent, according to NEA’s 2018-19 “Rank- rooms, teachers say they don’t ings & Estimates” report. have enough of what they really The annual report ranks California No. 2, with an average 2017-18 salary need. “We need counselors,” says of $80,680 (behind New York with $84,227). But the real rankings are no Brittany Bentz. “We don’t have any doubt much different. An NPR story in 2018 crunched 2016 salary figures to mental health services for us or find that the Golden State, then ranked fourth, dropped to No. 19 after the the children.” cost of living was factored in. Educators are doing the best That cost of living has a huge impact on the new teacher pipeline: A USA they can with their young charges, Today report in June found that new teachers would have to pay almost their many of whom still experience entire paychecks to live in California’s big and expensive cities. panic and anxiety attacks. A survey released in April by the Public Policy Institute of California, Read about the challenges and “Californians & Education,” found that 61 percent of adults and 58 percent resilience of students, teachers of public school parents say teachers’ salaries in their community are too and the greater community low, and most approve of public school teachers striking for higher pay (61 in “A Return to Paradise” at percent and 70 percent, respectively). californiaeducator.org. Nearly half of adults and a majority of public school parents say a teacher shortage is currently a big problem in K-12 schools. Far fewer believe that teacher quality is a big problem. For details, see ppic.org.

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1906 Educator draft v3.indd 11 6/12/19 11:19 AM In the Know

Compiled by Julian Peeples Quotes & Numbers

39CALIFORNIA’S RANK out of 50 states and D.C. 217,000 in per-student spending, NUMBER OF NEW NEA MEMBERS since the Janus decision on June 27, according to a new 2018. Like most unions nationwide, NEA has experienced a net gain since the “Quality Counts” report. controversial Supreme Court decision. Last year, we were 44th.

“We’ve had 100 percent success in every place where teachers have raised their voices 5 and thrown on their 44 #RedForEd T-shirts “We’re not asking STATES THAT RECEIVED a “mediocre” or better rating and gone to the public. for the moon. for charter school oversight [It’s about ending] the Just enough laws from NEA. California was to make our rated “worst.” Only one state, absolute neglect of Maryland, was “adequate.” education funding and students stars.” —Mt. Diablo Education giving kids the programs Association member SHELLEY and services they need.” PHO at an April 22 rally for the “We’ve got your back, resources Mt. Diablo students —NEA President LILY ESKELSEN we’re going to fully need to succeed. GARCÍA, at the Education fund education, and Writers Association’s National we’re going to make Seminar in May. sure you have the tools to do your job.” —State Sen. CONNIE LEYVA “A teachers union is (D-Chino) at CTA’s May 22 as only as strong as its #RedForEd Day of Action. members. We need to 38,000 continue to know our NUMBER OF APPLICANTS worth, the worth of our for the federal Public Service students, and the worth Loan Forgiveness program, established in 2007 for of our profession.” teachers, police officers, —TIFFANY FUHRMEISTER, Lincoln firefighters and other public Unified Teachers Association NUMBER42 OF STATES where former servants. Fewer than 300 president, after ratifying a deal residents of Paradise and Butte applications have been in late April ending more than 15 County have relocated after fleeing approved — less than 1 percent. months of negotiations. last year’s devastating Camp Fire.

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1906 Educator draft v3.indd 12 6/12/19 11:19 AM DIGITAL BUZZ I

From StoryCorps’ Stonewall OutLoud, which captures and shares the stories of LGBTQ+ elders.

The Stories STONEWALL OUTLOUD is a new initiative to gather the stories of LGBTQ+ elders before they are lost to history. It connects generations through interview experiences, preserves these stories for the A Lot of Pride future, and shares LGBTQ+ voices with a broad audience Inclusive curriculum helps LGBTQ+ students through educational and broadcast partnerships. and school communities By @samdemuro Everyone can participate. While the initiative is in honor of the 50th anniversary of the DID YOU KNOW that LGBTQ+ Moore and Janet Mock. Include Stonewall Riots in 1969, and students who attend schools with books in your library for younger interviewees need to have inclusive curriculum (with LGBTQ+ students like This Day in June and been born before that year, history, events and people) have bet- Julián Is a Mermaid. no connection to Stonewall ter academic outcomes? • Ensure students see themselves is required. Check out the Pride Month is the perfect time to and learn about people different toolkits, with recording tips and increase the diversity in your curricu- from them: Explore scenes from sample interview questions, lum. Here are some ideas that could films and TV shows with LGBTQ+ at storycorps.org/outloud. work for all ages, but especially for characters. Great options on Netflix Then use the StoryCorps app high school and college students: include “Gender Revolution,” “Paris on your mobile device to start • Create opportunities for students Is Burning,” “How to Survive a recording! Each interview will to develop an authentic awareness Plague,” “Pose” and “Milk.” become a permanent part of the world by hearing stories • When discussing health issues, of American history at the from LGBTQ+ folks. StoryCorps sharing facts about sexual ori- American Folklife Center at the has an archive of LGBTQ voices. entation, gender identity and Library of Congress. Check out #StonewallOutLoud expression, and nonjudgmental (storycorps.org/outloud). information about HIV prevention • Incorporate conversations about and transmission can help fight the LGBTQ+ rights, activists and stigma. It’s important to express important events in history, that HIV affects everyone, not just GLSEN has excellent resources: including Harvey Milk’s election LGBTQ+ folks. glsen.org/educate/resources/ and assassination, the Stonewall • Explore identities and terms that curriculum Riots, and transgender activists of challenge normative definitions of Note: The First Amendment and color, like Sylvia Rivera and Marsha gender, like “nonbinary” and “gen- federal laws such as the Equal Access P. Brown, and civil rights activist der expansive.” Challenge gender Act generally do not restrict schools’ Bayard Rustin. stereotypes when they come up in authority to design curricula. When • Include the work of LGBTQ+ writ- other curriculum. school professionals include health, ers, like James Baldwin, Audre • If you have a GSA in your school, tolerance and anti-bullying in their Lorde, Gloria Anzaldúa, Alison partner with students to learn what curricula, that choice is also pro- Bechdel, Cheryl Clarke, Darnell L. they would like to see in curriculum. tected by the law. (Lambda Legal)

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1906 Educator draft v3.indd 13 6/12/19 11:19 AM Spotlight

I’ve learned power and action do not come from a loud voice. They come from listening, reflecting and then acting.”

What he brings as CTA’s leader “I want to make sure that CTA continues to be the thriving advocate for the children of this state and for A Voice for All of Us our members. We have to be the voice of children who don’t have a CTA President-elect Toby Boyd ready to lead voice. We have to give parents the tools they need to navigate and E. TOBY BOYD was onstage, holding the mic and rallying the thousands of advocate for their children, and help educators in front of him at the State Capitol in Sacramento. “Show me what them do better. democracy looks like!” he cried, cupping his ear. The crowd responded, weakly. “I want to make sure that all mem- “We need to make some noise, folks!” Boyd said, pacing the stage and shouting bers are included in my leadership. the line again. The crowd thundered back, “This is what democracy looks like!” I’m a compassionate listener and problem-solver. I am known for my Expect Boyd to bring the same energy and enthusiasm to his role as CTA Pres- ability to bring people together to ident, which he assumes in late June, as he did as “emcee” at CTA’s #RedForEd work collaboratively. I don’t have all Day of Action on May 22. Many people know him as a longtime CTA leader, most the answers, but it’s not about me. It’s recently on the Board of Directors representing District E (covering most of Sac- about the members behind me who ramento and San Joaquin counties). He’s soft-spoken and friendly, as befits the will help me steer CTA into the future.” kindergarten teacher he is. But make no mistake: Boyd’s ready to fight for public education and educators. What he wants “Do not be fooled by my calm, quiet demeanor,” he told CTA State Council dele- members to know gates in March in his speech before the election. “I’ve learned power and action do “CTA’s power is the integrity of not come from a loud voice. They come from listening, reflecting, and then acting.” our members, and our informed The self-professed “proud black man from Detroit and single father of a daugh- voices. We are the ones who must stand up for our students ter with special needs” will be the face of CTA during a particularly high-profile and communities as well as our time. While education funding in California is at a high, the state is a dismal 39th profession. We must understand in the country in per-pupil spending. The#RedForEd movement has focused the value of our voices within our attention on public schools, students and educators, yet resources for all are still profession as well as to the public lacking. The racial and social justice issues that roil the country are felt intensely — and we must use those voices. in our classrooms. “We need to stay together. We can We talked to Boyd about his vision for CTA as he takes office. achieve things that others cannot, we

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1906 Educator draft v3.indd 14 6/12/19 11:19 AM Boyd is sworn in as CTA President Boyd, with Mayra Alvarado, at CTA’s May 22 Day of Action. at June State Council.

E. TOBY BOYD

will be successful, but we can’t do it Advice to new educators Personal: alone. We have to do it as a group.” “Learning to be an educator is noth- Age 60; lives in Sacramento with ing like being an educator. It’s not daughter Chauncee, mother His goals for public education easy, especially if you don’t have Jacqueline. “We must ensure that we look at the tools you need. That first year, Professional: our profession through the lenses of you’re going to feel that you just Kindergarten teacher for 25 equity and social justice while seek- don’t have it. years. Accounting major in ing a dedicated funding source that “But the more you do it, the bet- college (“I’m a numbers freak”) provides educators and students ter it gets. Try to build relationships, before switching; B.A. in liberal with adequate resources. We spend a community and network. Being studies and teaching credential more money on the prison system able to talk to someone, having that from CSU Sacramento. than our educational system. Where person to confide in, having some- are our priorities? one with whom you can debrief and Leadership: “Our educational system is built just breathe lets you understand On CTA Board of Directors since on the deficit model. We teach to that one day does not make your 2009; held committee positions the deficits of our children instead whole career. on CTA State Council and the of their strengths. We focus on how “And remember, you can always CTA/ABC Committee; 12-time well they did at point A or point B on talk to your union representative.” delegate to NEA Representative the system’s spectrum, but we don’t Assembly; bargaining team know what their life is like, what is On #RedForEd member, Elk Grove Education Association. Served on the going on at home, what their health is “#RedForEd is not just about fund- like — there are so many factors that ing education. It’s about the working state Transitional Kindergarten we don’t have control over. conditions of our educators, the Professional Learning Steering “Since we know where they began learning conditions of our children. Committee. on the spectrum and where we want It’s about the whole child. It’s about Special skills: them to finish, why not move them racial and social justice. “I used to be a hell of a bowler. along on that continuum until they “I’m excited about #RedForEd, And people at CTA Summer get to where they need to go? It’s and about CTA members’ role in it. Institute think I sing ‘Bohemian going to take a mind shift, not only We’re here for the betterment of the Rhapsody’ really well.” for educators but policymakers, to children, and the adults and commu- change the system from a deficit nities we serve. No one is going to model to a strength-based model, be left behind. We’ll be here to make and what that looks like.” sure of that.”

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1906 Educator draft v3.indd 15 6/12/19 11:19 AM Spotlight

Video game design teacher Scott Myers and his students are custom-building an Alien vs. Predator- themed wheelchair.

The Magic in the MONSTERS Scott Myers’ tech classes give students code to success Story and photos by Julian Peeples

HE IDEA FOR the next Fortnite could come from Scott Myers’ T classroom at Lathrop High School, about 65 miles from the heart of Silicon Valley. The course is giving students skills and experiences that you would expect to see in game development giants like Epic Games or Electronic Arts, and at least one prestigious programming college has taken note of these creative and uniquely skilled kids. Myers, a member of the Manteca Edu- cators Association (MEA), teaches about 120 students a day in the fine art of computer programming, video game design, 3-D modeling and other tech skills. In addition to the class for students from his own high school, he teaches a class for students from other district high schools and a course for BE.Tech, a district- operated charter school. “It’s all stuff I never thought I’d do in high school,” says senior Alexander Stock. “Mr. Myers is cool. It feels like he’s a student with us sometimes.” Myers’ video game design class is based on curriculum he pioneered and Students in Myers’ class use had approved in 2014 by the California industry-standard tools and materials in areas from coding to Department of Education as a college 3-D modeling. preparatory elective. The idea grew out of

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1906 Educator draft v3.indd 16 6/12/19 11:19 AM “ For the students, this isn’t just charity. It’s real-world experience.” —Scott Myers, Manteca Educators Association

a computer operator class he began teaching after his grade equipment that you might see on MythBusters, provides his stu- tech-centric service in the U.S. Air Force led him into dents with a specialized set of skills that’s attracting attention from education. He noticed that while his students were the tech world. In a testament to Myers and his program, seven of his learning new skills, much of the programming work was students now attend Cogswell Polytechnical College, a private college in tedious and boring. A gamer himself, Myers turned to San Jose that boasts one of the top video game design and digital anima- teaching his students how to code video games, first as tion programs in the country. With fewer than 500 full-time students at functions in Microsoft Excel and then as full games in the specialty college, seven coming from the same program in the same Flash, a programming platform previously the standard small town is exceptionally noteworthy. Some of Myers’ former students for online multimedia content. are already starting careers with Cartoon Network, Facebook and Yahoo. “I think I was just the first person who put the effort Last year, Myers and some of his students embarked on a unique into the process to make game design a legit college prep project with an organization named Magic Wheelchair, designing a elective,” says Myers, whose curriculum now serves as Halloween costume for a Turlock boy whose health condition severely the basis for similar programs throughout the state. “We limits his mobility and confines him to a wheelchair. The team spent had 50 visits that year by people who wanted to see what hundreds of hours on their own time creating a costume that turned we were doing.” young Cash Goeppert’s chair into a monster truck. The design and cre- And there is certainly lots to see in Myers’ classrooms. ation made for a memorable experience, but why they put in all the Thirty intricately designed and startlingly real zombie work made it even more special. heads greet visitors to his 3-D modeling and design “Making stuff is cool, but making stuff for someone else is even bet- room — a “modern-day shop class” — while pictures of ter,” says senior Tristan Hofstad. famous tech designers adorn the walls in one of his pro- Myers and his team of students are currently working on another gramming classrooms. It’s not just fun and games; all of wheelchair, this time with an Alien vs. Predator theme. From the design Myers’ students work with industry-standard software, schematics on a white board to a hand-sculpted clay mold of the iconic and this year’s coding project was the design of a virtual Alien head, the group hopes to brighten the life of another local res- reality program teaching people how to properly use a ident. The big reveal will happen at the Modesto Comic Convention fire extinguisher. later this year. “Even though we’re making games, we can make “This is so great because the students get to do this project almost games for things other than fun,” Myers says. “I try to in a commercial setting. We have to do this as professionally as we give the kids a sampling of everything. I show the kids can,” Myers says. “For the students, this isn’t just charity. It’s real- 100 things, and they can pick what they like best.” world experience.” This freedom, coupled with access to professional-

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1906 Educator draft v3.indd 17 6/12/19 11:19 AM Spotlight

A Moment to Shine Why Special Olympics is worth fighting for By Sherry Posnick-Goodwin

Eventually President Trump said he had “overridden” his own people and would continue the funding, and DeVos backpedaled. Daley was furious that the education secretary sought to remove funding from a population so deserving. “It was surreal to have this proposed the day before our Special Olympics event,” he shares. “When I heard what she proposed, I didn’t want to cuss, but I was appalled, sad and disgusted. A House member asked DeVos how many students would be affected, and she said she had no numbers. It was very disheartening.” IT WAS A glorious day in March at Peninsula High The next day, he decided to shake it off and focus on School on the Palos Verdes Peninsula. More than 50 the competitions and the athletes. Things went amaz- students with special needs — joined by 30 other high ingly smoothly. school students — participated in a Special Olympics “It brought the entire school community together,” track meet, where everybody was a winner. says Daley. “Turnout included school board members, “For students with special needs, it was a moment to administrators, students and teachers. The associate shine,” recalls Patrick Daley, a PE teacher and member principal said it was one of the best days she’d had of the Palos Verdes Faculty Association (PVFA), who on campus in the six years she’d worked here. Many coordinated the event with special education teacher teared up during the event. There was such a sense Betsy Fujinaga and adapted physical education teacher of pride to be working at a school where something Melissa DeCasas, also PVFA members. “It was a beautiful like this happens.” day of bear hugs and smiles. It was fun not only for the Cheerleaders from both high schools rooted for kids, but for parents and family members in the crowd. I the athletes. The marching band from Peninsula High loved seeing how proud parents were of their children.” played; the choir sang the national anthem. Students in But the celebration, which included students from the PLUS (Peer Leaders Uniting Students) group Daley Peninsula High and Palos Verdes High School, was bitter- advises were stationed in booths and relay sections. Stu- sweet. The day before, Education Secretary Betsy DeVos dents pushed fellow students in wheelchairs down the had proposed eliminating all funding for Special Olym- track. Firefighters handed out awards. pics, insisting it should be paid for through donations. Also assisting were student body officers and the DeVos faced scathing criticism by members of Congress school’s Link Crew — a group of student leaders who at a hearing that drew widespread attention, eliciting guide freshmen during the transition to high school and strong support for Special Olympics nationwide. help facilitate ninth-grade success.

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1906 Educator draft v3.indd 18 6/12/19 11:19 AM S

Left to right: Al Rabanera, Myra Deister, Armandina Turner, Joan Ke and Aimee Nelson.

“ An event like this allows our students with special needs to be celebrated — and allows general education students to get over any fear they may have of those who are different.” Cultivating Teacher —Patrick Daley, Leaders Palos Verdes Faculty Association The Fullerton Secondary Teachers Organization was recently awarded a two-year $500,000 grant from NEA’s Great Public Schools (GPS) fund. FSTO will use the funds to continue the Cultivating Teacher Peninsula High is a Special Olympics Unified Cham- Leaders project, which helps grow and diversify the pion School because it promotes social inclusion profession in California. through planned activities. The prestigious title was The project began in 2016 with participants from earned by educators collaborating with Melissa DeCasas. CTA’s Instructional Leadership Corps, including FSTO For Daley, supporting athletic events for students member and grant writer Al Rabanera, Myra Deister and Armandina Turner. The team also includes FSTO with special needs is something that’s in his blood. His member Joan Ke and Aimee Nelson, Institute for grandfather founded the Northern Suburban Special Higher Education partner from CSU Fullerton. That Recreation Association in Highland Park, Illinois, in year FSTO received a $250,000 GPS grant to launch 1969, and his father was a special education teacher in and support the project. Compton for 20 years. Specifically, the program recruits aspiring “The Special Olympics is about recognizing the educators from historically diverse populations; abilities of a population that often isn’t seen. Students strengthens partnerships among K-12 districts, with special needs need advocates fighting for them to higher education institutions, and CTA members be seen, heard and accepted. An event like this allows and affiliates; mentors educators from high school our students with special needs to be celebrated — and through university to accreditation and beyond; allows general education students to get over any fear and provides early-career educators with professional development. they may have of those who are different. From an event In addition to diversifying the existing workforce, like this, they understand that we are all human. Every- it takes “significant steps toward retaining teachers one benefits from participating.” of color in our education system, a proven means He urges other educators to consider becoming of effectively narrowing student achievement gaps,” involved. says FSTO President John Marvin. “Find out when the Special Olympics is coming to your town and school. Volunteer and be a part of this. See what joy it brings to people’s lives. It will definitely change your own life.”

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1906 Educator draft v3.indd 19 6/12/19 11:19 AM Coverage you can depend on for the ones you love.

As an eligible NEA member,* you’ve got the protection Visit neamb.com/protect of NEA Complimentary Life Insurance, issued by The to learn about all the Prudential Insurance Company of America — but solutions available you should name a beneficiary to make sure your loved to help meet your ones are covered. Go to neamb.com/free-tote and insurance needs. register your beneficiary to get this FREE tote. Or call 1-855-NEA-LIFE (632-5433) and mention offer code: TOTEBAG FREE

* Visit us online or call for eligibility requirements. NEA Members Insurance Trust is a registered trademark of the NEA Members Insurance Trust. NEA Complimentary Life Insurance is issued by The Prudential Insurance Company of America, Newark, NJ. 0302614-00002-00 DT050619 20 cta.org

1906 Educator draft v3.indd 20 6/12/19 11:19 AM special report Coverage you can Generation They’re in your classrooms and may be your colleagues. A new depend on generation comes of age. By Sherry Posnick-Goodwin Photos by Scott Buschman

They’ve never known a world with- for the ones out the Internet, smartphones and social media. They’d rather text than talk. They don’t care much for books, you love. watching TV or going to the mall with friends. Instead they prefer watching YouTube, streaming Netflix, playing video games and being online. In their brief lives, they’ve experienced the Great Recession, terrorist plots, mass shootings and fake news. They’re slow to date or get a job. Raised during the economic crisis, they worry about the future. We’re talking about Generation Z, those born between 1995 and 2012 — the students in your class, as well as young adults entering the workforce or on the brink of doing so. They make As an eligible NEA member,* you’ve got the protection Visit neamb.com/protect up 74 million Americans, or 24 percent of NEA Complimentary Life Insurance, issued by The to learn about all the of the population. Prudential Insurance Company of America — but solutions available Don’t be fooled that they’re named you should name a beneficiary to make sure your loved to help meet your for the last letter of the alphabet. Gen Z Inside ones are covered. Go to neamb.com/free-tote and (also known as iGen) is at the fore- insurance needs. front of tremendous cultural changes. The challenges page 22 register your beneficiary to get this FREE tote. Or call How can educators best reach and teach Gen Z? What are the 1-855-NEA-LIFE (632-5433) and mention offer code: The opportunities challenges these young people face — socially, emotionally and page 25 TOTEBAG FREE educationally? What are the opportunities that they and educa- Tips on teaching tors can leverage to help them communicate and connect with Gen Z the larger world? page 26 For answers, we look at who Gen Zers are and what they’re experiencing as they grow up today.

1906 Educator draft v3.indd 21 6/12/19 11:19 AM special report

The Challenges

URING BREAK, students hang out in D Brent Smiley’s classroom at Sherman Oaks Center for Enriched Studies in Los Angeles. Most are on Chrome- book computers or looking at their phones. “We like technology,” says Madisyn Mehlman, 12. “Most of us have phones. I remember playing on my dad’s smartphone Jean Twenge says that smartphones have helped when I was 2, pressing the buttons.” lessen the digital divide. About half of the middle schoolers say they are on social media. Many spend their free time texting and using FaceTime. Kevin Nguyen, a sixth-grader, says he spends his weekends who tell her what is trendy. playing games online, which he calls “technically hanging out Like most Gen Zers, she with friends.” Classmate Juanito Cornejo relies on Snapchat to avoids Facebook. keep up with what his friends are doing. “Sometimes it feels like “They are very comfortable in an environment where everyone can too much,” she shares. “Sometimes it feels like being on see everything,” says Smiley, a social studies teacher for 30 years and my phone gets in the way of life and other things I want member of United Teachers Los Angeles (UTLA). “They have never to do, like sports and hobbies.” known a world without being watched, being under surveillance in Jean M. Twenge, psychology professor at San airports and public places since 9/11 and now online.” Diego State University, is author of iGen: Why Today’s His students don’t grasp the importance of the Fourth Amendment, Super-Connected Kids Are Growing Up Less Rebel- which establishes the right to privacy, because they are constantly shar- lious, More Tolerant, Less Happy — and Completely ing their lives on social media. Unprepared for Adulthood (2017). The California Fac- Unlike baby boomers and Generation X, whose members were ulty Association member, who refers to Gen Z as iGen, proudly known for caring little about what others thought of them, this interviewed teens and analyzed data from studies involv- generation cares deeply, says Smiley. ing 11 million Americans from 1967 to the present to “That’s why bullying and teen suicide is so much higher in this gener- enhance understanding of this generation and its impact ation. You can’t be bullied if you don’t care what the bully has to say. But on our future. in this generation, kids live and die based on what others have to say.” Twenge found that every day high school seniors are The reason for the change, he believes, is the Internet. spending an average of 2.5 hours texting, about two hours on the Internet, 1.5 hours on electronic gaming, HOW MUCH TIME IS TOO MUCH TIME ONLINE? and a half hour on video chat. That’s 6.5 hours a day — A student in Smiley’s classroom, Melania Juga, 12, says she spends a lot and that’s only during their leisure time. Eighth-graders of time on Snapchat and Instagram. She likes looking at “influencers” are not far behind at five hours a day.

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1906 Educator draft v3.indd 22 6/12/19 11:19 AM Brent Smiley talks with a student. Opposite page: Students in Smiley’s class. What the kids are doing

How 12th-graders spend their screen time (Monitoring the Future, 2013-2015). (All data courtesy Jean M. Twenge.)

Texting 28% Internet 24% Gaming 18% TV 24% Video Chat 5%

Percentage of 12th-graders who have a driver’s license, have tried alcohol, have dated, and have worked for pay during the school year (Monitoring the Future, 1976-2016).

90 They have never known a world without being watched, being under 85 80 Have a driver’s surveillance in airports and public license 75 places since 9/11 and now online.” Have tried alcohol —Brent Smiley, UTLA 70 65 Ever date 60 Significantly, Twenge found that smartphones have Work for pay helped lessen the digital divide. “Disadvantaged teens 55 spent just as much or more time online as those with 50

1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2010 2012 2014 2016 more resources. The smartphone era has meant the 2000 2002 2004 2006 2008 effective end of the Internet access gap by social class.” If teens spend so much time Relative risk of being unhappy based on time spent on screen (black bars) and nonscreen (blue bars) activities, online, what activities are being eighth-graders (Monitoring the Future, 2013-2015). left out? Reading, for one thing. Twenge -0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5 0.6 found teens are much less likely Sports or exercise to read books than their mil- Religious services Print media lennial, Gen X and boomer In-person social predecessors, noting that by interaction 2015, one in three high school Homework seniors admitted they had not Working TV Brenna Rollins read any books for pleasure Video chat within the past year, which she Computer games finds alarming. Texting They also sleep less. Teens take their phones to bed, Social networking websites going online into the wee hours, which makes them Internet drowsier and less able to concentrate in class. Also, most iGen’ers spend less time hanging out with friends, at least in person. “For iGen’ers, online friendship has replaced offline friendship,” says Twenge. Report on Gen Z SCREEN TIME: RISK TO WELL-BEING? This is the first of two parts. In part two next issue, we meet Gen Zers who are new educators or about to Twenge finds that teens who spend more time on screen embark on education careers. We look at what they activities are more likely to be unhappy, and those who bring to the profession and how we can support them. spend more time on non-screen activities are more likely

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1906 Educator draft v3.indd 23 6/12/19 11:19 AM special report

Students take a cellphone Arond Schonberg is a counselor break in Smiley’s class. at Redondo Beach High School.

to be happy. The risk of unhappiness due to social media is highest for younger teens. Teens are under pressure, says Brenna Rollins, a senior at Imperial High School near Calexico. “It’s not even about looking good. It’s about looking perfect and original. If you repeat something — like wearing something someone else wore or repeating something someone else They are looking said — everyone will let you know and ask why you copied. There’s a so much for online lot of judgment.” validation, they don’t Jackson Schonberg, a Redondo Beach High School freshman, feels take time to know less alone when he’s online, and spends about five hours a day playing themselves.” games and communicating with friends. Recently he decided to leave —Arond Schonberg, Redondo Beach his phone upstairs when he’s studying. But the constant tings of text Teachers Association messages make him wonder what he’s missing. “People my age have more depression and anxiety these days, due to technology,” he says. “Home is no longer a safe place. Even at home, you Sometimes he will suggest that a stressed-out student can’t get away from stuff that people are saying about you.” “unplug” for a while, which they consider blasphemy. “It’s Jackson’s father, Arond Schonberg, a counselor at Redondo Beach like telling them not to eat. They say they have to be in High for 19 years, finds Gen Z teens are much more anxious and the know about what’s going on at all times.” depressed than millennials. Twenge says the explosion in digital media “They have mental health challenges because of their use may be linked to the mental health cri- inability to disconnect from social media,” says the Redondo sis, with skyrocketing levels of depression, Beach Teachers Association member. “They are looking so anxiety, loneliness and suicide after 2012. much for online validation, they don’t take time to know She notes that 76 percent more 15-to-19- themselves. Their mistakes, magnified across social media, year-olds killed themselves in 2017 than in make the fear of failure greater. If they don’t get enough likes, 2007, coinciding with widespread ownership they think, ‘I’m not worthy. Nobody likes me.’ One person of smartphones, increased social media use, may have 1,000 followers, but if a single person says some- and decreased in-person socializing. thing negative, they are distraught and think something’s “It’s clear we need more funding for coun- wrong with them.” Jackson Schonberg selors in not only K-12, but colleges,” says When students come to him in crisis, he offers coping Twenge. “Schools are doing a good job of suggestions. He asks them to remember exceptional times when they raising awareness of mental health issues, but they lack succeeded and thrived. He suggests using social media in positive ways the resources needed to deal with the large numbers of that can inspire others, such as quotations or a call to action. kids having problems.”

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1906 Educator draft v3.indd 24 6/12/19 11:19 AM Margaret Phillips, a school psychologist for Twin Riv- not an absence of respect, it’s an absence of experience. And it’s hard, ers Unified School District for 22 years, has noticed a because all of a sudden you turn 19 and need to go in front of a panel big increase in mental health issues linked to more time of five 40-year-olds and know how to communicate well to get jobs.” spent online. “It’s tough because once they put something out there, they can’t take it back.” The Twin Rivers United Educa- tors member recalls an incident where a student livestreamed videos of her cutting herself. The Other students were watching Opportunities it on campus. Finally, a student told Phillips about it so the student could receive help. When students are depressed, NGIE BARTON, a millennial UTLA member who teaches at they seek self-help on the Inter- Polytechnic High School in Sun Valley, finds much to admire Margaret Phillips net, she observes. But instead a about Gen Z. of finding positivity and helpful “They are curious and want to learn more,” Barton says. “They are suggestions, they may find others more inclusive, socially conscious, and care about others — even the who are equally depressed, who — along with music and disenfranchised. They ask good questions. For the most part, they are videos — encourage self-harm. She tells students to seek good kids. They want to be good people and make their families and out caring adults instead. friends happy, along with themselves. They are extremely creative, and have many interests that they might not otherwise have without tech- CHALLENGED VERBAL nology. Our school has an Animal COMMUNICATORS Lovers Club, a Fashion Club and “ They are more But it’s difficult for teens to discuss their emotions. Phil- other interesting clubs, because inclusive, socially lips teaches a social skills class to help students learn students were able to connect to express themselves, which she did not find necessary online and pursue passions that conscious, and care before texting overtook talking. could even lead to careers.” about others — even More screen time and less in-person interaction raises The biggest strength of Gen Z the disenfranchised. concerns that iGen’ers lack social skills, says Twenge, is open-mindedness, says Lauren For the most part, noting that in the next decade we may see more young Leiato, a Redondo Beach High they are good kids.” people who know the right emoji for a situation, but not sophomore. “We don’t discrim- —Angie Barton, UTLA the correct facial expression. inate against others of different “Because we have grown up with technology and use backgrounds or against students it so much, we don’t learn to communicate face to face who are LGBTQ. Our generation wants to get rid of hate and be posi- as well,” says Rollins. “Some adults consider members of tive and open-minded. We’re more creative, because we are expressing our generation to be rude and lacking respect. But it’s ourselves and sharing our lives online.”

Generational Guide

The Silent Gen X: Born between Gen Z/iGen: Born beginning in 2013 and Generation: Born 1965 and 1979 (40-54 between 1995 and 2012 expected to continue between 1928 and 1945 years old) (7-24 years old) until 2025 (the oldest (74-90 years old) of this group are just 6 Millennials: Born Gen Alpha: A return years old) Baby boomers: Born between 1980 and 1994 to the first letter of between 1946 and 1964 (25-39 years old) the alphabet for the (55-73 years old) next generation, born

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Political party identification, 18- to 29-year-olds (excludes “don’t Educating know” and “other party”) (General Social Survey, 1972-2016). a New Cohort 60

BRENT SMILEY has a paperless classroom, 50 Independent puts textbooks online, and has students collabo- rate online. 40 Democrat “After 30 years, I’ve converted to a completely digital environment,” says Smiley, a 30 Republican social studies teacher at Sherman Oaks Center for Enriched Studies in Los Angeles and UTLA 20 member. “Yet I haven’t altered my teaching that much. Technology is just a tool. We need 10 to teach the same things

1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2010 2012 2014 2016 2000 2002 2004 2006 2008 that have been taught since the time of Socra- Jean Twenge says Gen Zers have the tendency to expect equal- tes: How to think through ity, and are often surprised or shocked when they encounter a problem, ask a question prejudice. Perhaps it’s because they came of age having a black and find an answer.” Fellow UTLA member president and seeing Ellen DeGeneres on TV. Angie Barton, a teacher at Gen Z is also the most racially diverse generation to date — and Polytechnic High School is the last generation in the U.S. expected to have a white majority. in Sun Valley for six years, According to the U.S. Census Bureau, 49 percent of children under incorporates technology the age of 15 are minorities. By 2020, more than half the children Angie Barton into her classroom with in America will belong to a nonwhite racial or ethnic group. online quizzes and inter- In a study by Trendera, 65 percent of Gen Zers said it’s import- active PowerPoints where ant to understand people from different backgrounds, 67 percent students can type notes during her presentation. said that same-sex marriage should be accepted, and 69 percent “Every day I do something a little different to said that racism still exists in the U.S. today. make it interesting,” she says. Barton, a millennial, thought her generation A CAUTIOUS GENERATION was tech-savvy. But there’s a big difference, she shares: Millennials prefer computers for writing, Gen Zers are growing up more slowly, says Twenge. while Gen Z students see computers as anti- “Today’s youth are waiting longer to date, putting off getting quated compared to their phones. Recently driver’s licenses, and less likely to work after school or have sum- a student wrote an entire essay by talking into mer jobs.” her smartphone, and Barton was impressed with Teens today spend more time hanging out with their parents, the quality of the work. who often don’t let them walk to and from school or go places San Diego State University psychology alone with friends. Twenge marvels that instead of rebelling professor Jean M. Twenge says teachers have against this, teens have embraced the need for safety. to make it relevant, because Gen Zers “aren’t Studies show Gen Zers are more cau- convinced that their education will help them tious. They are fiscally responsible. They get good jobs or give them the information they will need later.” are less likely to engage in binge drinking, So, how can educators engage Gen Z? Below heavy partying and drug abuse. Violent are ideas from a variety of sources. crime and teen homicide are way down. Juvenile detention centers are emptier • Think digital. Post everything from lecture statewide; San Francisco even plans to notes to e-books to textbooks online. There are many programs that let educators give close its juvenile hall. assignments, track progress and engage The upside, says Twenge, is that teens students in an interactive forum. are safer, getting into fewer car accidents Lauren Leiato and less trouble. The downside is that ado- • Encourage online collaboration. Use Google Classroom, where students can work lescence can be an extension of childhood together from home. rather than the beginning of adulthood. Students are arriving at

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1906 Educator draft v3.indd 26 6/12/19 11:19 AM Students in Smiley’s digital classroom. Views about abortion, legalizing marijuana, the death penalty, and gun control, 18- to 29-year-olds (General Social Survey, 1972-2016).

60 Marijuana should be legal 50

Abortion 40 should be legal

Oppose death 30 penalty

Oppose gun 20 permits

1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2010 2012 2014 2016 2000 2002 2004 2006 2008

• Personalize their learning. This means adjusting on the fly to see whether challeng- college with fewer socializing and decision-making skills, along ing concepts need review or should be more with less experience reading books. Adjustment can be difficult. fully explored. Suicide is now the second-biggest cause of death for college students, after motor vehicle accidents. • Encourage verbal skills. Have students engage in discussions and listen to different The need to play it safe translates to academics, say teachers. viewpoints. Ask them to discuss how they “Emotionally, these kids are very averse to risk and don’t want feel about a specific topic and how it relates to make waves,” says UTLA member Smiley, who worries they to their lives. Ask them to work in groups. might be playing it too safe. “My greatest fear is they lack a will- ingness to push back. I worry that a Generation Z member could • Publish assignments digitally. Add a layer of motivation and create peer-to-peer learn- find a cure for cancer, and some crochety old guy in a laboratory ing by publishing their work — essays, video will tell them they didn’t follow protocol, and they will allow their presentations, etc. discovery to be dumped out before demanding someone first look at what’s in the vial.” • Break it up; make information digestible. Gen Zers have a shorter attention span, are visual, and communicate in memes and THE NEED FOR SAFE SPACES emojis. Mix up lectures, discussion, videos, In contrast to their millennial counterparts, Gen Z students are research and presentation. Use charts, more hesitant to speak out in class for fear of saying the wrong graphics and different media. thing, says Twenge. Some seek “safe spaces” on campus, which • Give project-based assignments. were created by schools for LGBTQ+ students and their allies, Give them a task to do with an end goal students of color, unpopular students, and students with special and turn them loose. needs to have a place free of harassment and judgment. The trend has spread to college campuses, where safe spaces • Be relevant. Explain why they need to learn what you are teaching and how it applies to “protect” Gen Zers from dissenting opinions on both sides of the the real world. political spectrum. UC Berkeley was under pressure to create safe spaces for students when conservatives Ann Coulter and Milo • Online quizzes Provide instant feedback. Yiannopoulos were scheduled to speak, for example. Twenge with Quizlet and texts with the Remind notes that viewpoints which would make previous generations app and other programs give Gen Zers the instant gratification they need. feel “uncomfortable” are now viewed as a threat to iGen’ers’ “emotional safety.” • Gamify learning. Minecraft is a great way She and others think the trend can stifle diversity of opinion to teach math. Kahoot! is another game- and leave students unprepared for the real world. Proponents changer kids love. see safe spaces as places where students who might otherwise • Offer frequent rewards. They are used feel silenced or threatened can engage in debate and discussion. to winning and going to the next level with Teachers have confided to Twenge that the reluctance of some video games. Rewards can be points for fin- students to hear controversial ideas has made them wary ishing a project on time or reaching a goal. of teaching certain topics, for fear they will be lambasted

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Young activists, such as those in Twenge, pictured with her daughters, says understanding Gen Z is key #FridaysForFuture, are demanding action on the to understanding the future for all of us. environment and other issues.

on social media. (Because they live online, many iGen’ers who disagree They are at the forefront of with someone’s beliefs or actions follow today’s common practice of the enormous changes under shaming perceived offenders publicly online.) Teachers feel compelled way in the United States to protect students from things that might offend them by issuing today. Understanding iGen trigger warnings, which let students know about potentially upsetting means understanding the material beforehand. future — for all of us.” FIND YOUR DREAM —Jean M. Twenge, NASCENT ACTIVISTS California Faculty Association According to recent polling by the Harvard Public Opinion Project, over 70 percent of Gen Zers agree that climate change is a problem, HOME AND and two-thirds of those think it is “a crisis and demands urgent action.” Many Gen Zers have become activists for climate change, including Provident Credit Union’s Mortgage Program SAVE those in the Sunrise Movement, Zero Hour, Youth for Climate and t’s clear that Gen Z “is at the forefront of the enor- • Exclusive .125% mortgage rate discount for CTA members GET #FridaysForFuture demonstrations. mous changes under way in the United States PRE-APPROVED Meanwhile, survivors of the 2018 mass shooting at Stoneman today,” says Twenge, driven by the Internet and • $100 discount on a standard mortgage loan for CTA members Enroll in Online Banking to i 1 FOR A PROVIDENT Douglas High School in Parkland, Florida, have taken on the NRA and other forces of cultural change. “Understanding iGen • Receive $250 towards closing costs from Provident Credit Union MORTGAGE LOAN. receive payment alerts, check conservatives to push for gun control. Other Gen Z activists are advo- means understanding the future — for all of us.” • Exclusive Movable® Mortgage2 your balance, transfer funds, cating for racial equality and equity, earning them the new nickname Josh Miller, a Gen Z blogger for research firm XYZ Uni- • Experienced and knowledgeable Provident Mortgage Consultants to guide you and pay your mortgage loan. Generation Woke. versity, asserts, “We are a generation filled with social • Power Funding 10-Day Guarantee3 While Gen Z is shaping up to be a very socially engaged cohort, they justice warriors, civic leaders, and changemakers. Past

largely distrust government, and don’t identify with major political crises and current events shape us. Digital platforms 1. Relationship pricing credit of the additional $250 off closing costs is based on you having one of the following Provident products: home equity loan/line of credit, auto/boat/RV/motorcycle loan, checking parties. In a General Social Survey, 54 percent of those ages 18-29 iden- amplify our messages. Pop culture hero storylines sur- with direct deposit, or certificate/IRA. 2. Single family/owner-occupied homes and second homes in California only. Other restrictions may apply. Membership required. Subject to final approval. tified as independent, which Twenge says is why many young adults round us. Taken together this forms a ‘Heroez’ mentality 3. The guarantee to close within 10 business days does not apply if delays occur by third parties, including but not limited to realtors, borrowers, and/or sellers. Down payment must be from borrower’s own source of funds and does not include non-lender paid fees, impounds, or reserves. Provident Credit Union guarantees to close your loan by the date specified in the purchase contract, provided this date supported Bernie Sanders and then Donald Trump in 2016. for many in my generation. is 10 business days from contract date and we have received a complete loan application and all requested documents. If the loan fails to close on time due to a delay by Provident Credit Union, we will A new report from the Census Bureau shows 36 percent of those ages “And like the young adults and teens of the ’60s and credit $995.00 of the buyer’s closing costs at time of funding (POWER Funding must be requested at time of application). This offer may not be combined with other satisfaction guarantee offers. Borrowers must meet Provident Credit Union’s lending guidelines. Any alteration to the loan amount or loan terms by, or per request of, borrower will invalidate the guarantee. Property must appraise at or above the 18-29 voted in November 2018, which is a 79 percent jump from the early ’70s protesting the Vietnam War and fighting for sale price. POWER Funding is only available for properties in the Bay Area, which include San Mateo County, Santa Clara County, San Francisco County, Alameda County, and Contra Costa County. Other 2014 midterms. That trend is likely to continue into the 2020 election, civil rights, women’s rights and environmental protec- restrictions apply. NMLS #412725 ©PCU 5/19 and young people are the most reliably progressive voting bloc, notes tions, we are going to leave our mark on this world. Political Data Inc. (see next page). Just watch.” Three ways to apply: Approved by: 1) Online at providentcu.org/cta 28 cta.org 2) Visit your local branch 3) Call (800) 632-4600

1906 Educator draft v3.indd 28 6/12/19 11:19 AM 2019_05_Mortgage_CA Educator_8X5_Ad.indd 1 5/7/19 3:51 PM Younger generations outvoted older generations in 2018 Reported votes cast in midterm elections, in millions

90 Gen Z At the Ballot Box 80.3 Boomer and prior GENERATION Z cast 4.5 million votes, or 80 generations 4 percent of the total number of votes, in the 2018 midterm elections — a sizable number given that 70 69.6 it only counts those who turned 18 after 2014. 62.2 60 Analysis of U.S. Census data by Pew Research 60.1 Center in May found that 30 percent of Gen 50 Zers ages 18-21 turned out in the first midterm election of their adult lives. 40 In fact, the three younger generations — Gen X, millennials and Gen Z, or those ages 30 18-53 in 2018 — cast 62.2 million votes, compared with 60.1 million cast by baby 20 Gen Z, Millennial boomers and older generations. 10 and Gen X According to the report, Gen Z’s impact will 0 likely be felt more in the 2020 presidential 10 election, when they are projected to be 10 ‘78 ‘82 ‘86 ‘90 ‘94 ‘98 ‘02 ‘06 ‘10 ‘14 ‘18 percent of eligible voters. For details, go to pewresearch.org. Source: Pew Research Center analysis of 1978–2018 Current Population Survey November Supplements (IPUMS and U.S. Census Bureau). FIND YOUR DREAM HOME AND Provident Credit Union’s Mortgage Program SAVE • Exclusive .125% mortgage rate discount for CTA members GET • $100 discount on a standard mortgage loan for CTA members PRE-APPROVED Enroll in Online Banking to 1 FOR A PROVIDENT • Receive $250 towards closing costs from Provident Credit Union MORTGAGE LOAN. receive payment alerts, check • Exclusive Movable® Mortgage2 your balance, transfer funds, • Experienced and knowledgeable Provident Mortgage Consultants to guide you and pay your mortgage loan. • Power Funding 10-Day Guarantee3

1. Relationship pricing credit of the additional $250 off closing costs is based on you having one of the following Provident products: home equity loan/line of credit, auto/boat/RV/motorcycle loan, checking with direct deposit, or certificate/IRA. 2. Single family/owner-occupied homes and second homes in California only. Other restrictions may apply. Membership required. Subject to final approval. 3. The guarantee to close within 10 business days does not apply if delays occur by third parties, including but not limited to realtors, borrowers, and/or sellers. Down payment must be from borrower’s own source of funds and does not include non-lender paid fees, impounds, or reserves. Provident Credit Union guarantees to close your loan by the date specified in the purchase contract, provided this date is 10 business days from contract date and we have received a complete loan application and all requested documents. If the loan fails to close on time due to a delay by Provident Credit Union, we will credit $995.00 of the buyer’s closing costs at time of funding (POWER Funding must be requested at time of application). This offer may not be combined with other satisfaction guarantee offers. Borrowers must meet Provident Credit Union’s lending guidelines. Any alteration to the loan amount or loan terms by, or per request of, borrower will invalidate the guarantee. Property must appraise at or above the sale price. POWER Funding is only available for properties in the Bay Area, which include San Mateo County, Santa Clara County, San Francisco County, Alameda County, and Contra Costa County. Other restrictions apply. NMLS #412725 ©PCU 5/19

Three ways to apply: Approved by: 1) Online at providentcu.org/cta 2) Visit your local branch JUNE / JULY 2019 29 3) Call (800) 632-4600

2019_05_Mortgage_CA1906 Educator draft v3.indd Educator_8X5_Ad.indd 29 1 6/12/195/7/19 11:19 3:51 AMPM feature

Chris Hazelton uses Minecraft-based projects to engage students. Scott Buschman Scott by Photo

Constant Refinement Educators share their best teaching practices By Julian Peeples

VERY DAY, middle school teacher Alyson Hoberecht reminds herself: “Students take on the characteristics of the teacher they’re with each E day.” Then she asks, “Who am I teaching my students to be?” Hoberecht is not alone in being mindful of her important role. Every day in classrooms throughout California and across the country, educators spark fire in the minds of eager (and sometimes not so eager) students. It’s this commitment to conveying knowledge, creating opportunity and cultivating wonder that unites educators and inspires the quest for more effective and efficient ways to teach. We collected best teaching practices from several remarkable educators who recently presented at CTA’s Good Teaching Conference on important and timely topics, including student engagement, multicultural awareness in the classroom, and combatting bullying. These tips can provide helpful information and useful context to situations and challenges educators face in classrooms statewide.

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1906 Educator draft v3.indd 30 6/12/19 11:19 AM Engage students to help them Use mindfulness to make the reach their full potential classroom climate safer JON PEARSON TERESA TOLBERT Los Angeles-based learning skills consultant, 14-year high school English teacher, author, educator mindfulness coach; San Juan Teachers Association

HERE’S A FOOLPROOF way to motivate anyone. I MEDITATE WITH students. I explain the benefits I have students take a piece of paper and make and show them the way to prepare for medita- three columns. At the top of the first column, they tion — the importance of long inhalations and write “FUN” and list everything they do for fun exhalations, a strong, straight spine and engaged (just key words). In the next column, they write core, feet flat on the floor, and what to do with “EXPERT” and list everything they are good at or their hands and their gaze. I explain that it’s wish to be good at. At the top of the third column, optional, but anybody who wants to try it should they write “HEROES/SHEROES” and list anyone not be disturbed, stared at or mocked. Students (living, deceased, fictional, cartoon, pets) they who opt out are asked to put their heads down on admire. I tell students to go beyond rock stars, their desks, read a book or do something quiet. sports figures and entertainers. Students ask for meditation and understand its Everyone is motivated by three things: pleasure, benefits when they are anxious or stressed about mastery and values. This is an easy way to discover upcoming tests, deadlines, or just what those things are specifically. Have students life. All of this can be modified for add to their lists throughout the year and keep a younger students and has been done “ If students copy of the lists in your desk (especially for the with great effects for years by many feel relaxed, students with whom you have the most chal- experienced practitioners. assured, lenges). If a student has a hard time making any I ensure my room is safe emotion- affirmed and of the lists, it just shows areas ally by setting norms early in the seen, they are that need attention. At the school year and through team-build- “ At the heart of “who you are” is what ing and rituals. I also make it safe for more willing to heart of lights you up. Knowing that is students to share with me privately take cognitive ‘who you an essential first step, because through journaling and what I call risks and use are’ is what people don’t really listen with “anxiety busters.” Students can share their voices.” lights their ears — they listen, ulti- with the class in a supportive envi- you up.” mately, with their passions. ronment where positively reinforcing Drawing is the easiest way to each other is constantly recognized. I affirm stu- get, keep and direct attention. dents and “see” them as often as possible. This is I was a substitute teacher in the Los Angeles juve- the tricky part, especially with large class sizes. nile hall system for two years. I got students to look If students feel relaxed, assured, affirmed and up at me by drawing. Coercion never works. Curi- seen, they are more willing to take cognitive osity always does. You might lose five minutes by risks and use their voices in discussions. My drawing a picture, but if you draw a picture and talk classroom is not teacher-driven. I give them the from it, you can double the amount of work you get tools and the safety to be the directors of their done over the next block of time. Engaged students own learning. We have a lot of voice-building get more done, faster. exercises such as MicroLab, literature circles and Four Corners, where every voice is heard and everybody has air time.

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Use project-based learning Create and maintain a bully- and games like Minecraft to free classroom environment engage students TODD MIGLIACCIO CHRIS HAZELTON Professor of sociology, director of graduate studies Sixth-grade social studies and ELA teacher California Faculty Association, CSU Sacramento Los Altos Teachers Association THROUGH CLASS DISCUSSION, establish class- Let the students lead: The students are room rules and community (class) agreements. experts about most gaming platforms, espe- These are posted in the classroom for easy refer- cially Minecraft. Let students give ideas, help ence. Then be consistent with these in how you monitor other students, and troubleshoot tech- interact with students and model the behavior. nology issues. Some can be subjective, like treating one another respectfully, but that means having a conversation Focus on collaboration: Rather than mak- about what that means, and again, including stu- ing the gaming individual, make it a collaborative dents’ voice. This all relates to how they treat one effort by assigning tasks that require the students another in general, as well as how to act during to work together and problem-solve. class discussions. Start with research: The motivation to be Half-hour weekly class discussions about safe able to participate in a Minecraft-based project can and inclusive environ- propel students who are reluctant to ments allow students to research to look up ideas, details and share and engage with “ Students who “ Let students other information for their projects. ideas that can be diffi- have conver- give ideas, help These opportunities can allow the cult to discuss. Facilitate sations with monitor other teacher to promote research skills discussion and maintain teachers other students, and like evaluating sources, finding text a focus on more positive than about evidence and analyzing key details. interactions. Focus on academics troubleshoot key issues, such as tell- Provide choice: Allowing stu- technology ing vs. tattling (ratting, are more dents to choose how they want to issues.” snitching). Let them connected represent their thinking in Minecraft introduce their thoughts takes pressure off the teacher to to school.” so they know they have come up with the perfect project. The students a safe space to discuss issues, their voice matters, get to propose how they would like to demonstrate and all are in agreement about what is expected. their thinking about the topic. Connect students to the class. This limits the Require work completion: If you have impact of bullying, increases the likelihood of students who are very interested and motivated students informing teachers, and helps to create by using gaming platforms like Minecraft, you can a positive culture for learning. Students who have often get them to complete missing assignments conversations with teachers other than about before they get to participate in the project. academics are more connected to school. This includes highlighting successes in the classroom, which makes the classroom theirs and not the teacher’s alone. Just knowing each student’s name and activities they do outside school is impactful.

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1906 Educator draft v3.indd 32 6/12/19 11:19 AM Ed Sibby Ed

Raise multicultural Have consistent expectations awareness in the classroom and create a safe culture ANGELA DER RAMOS ALYSON HOBERECHT Elementary school teacher Middle school math teacher and AVID coordinator Alisal Teachers Association Garden Grove Education Association

ACKNOWLEDGE THAT THE WAY we look affects Connection: The more we know about our the way we move through the world, which in turn students, beyond a test grade or homework affects our experiences, outlook and ways of being. assignment, the more they begin to care about Despite civil rights putting an end to legal seg- themselves and their success. They also begin to regation, many of us live or work in a segregated believe in themselves and care about others. community. If you teach children who do not look I often share my passions, successes, struggles like you, it is important to understand the impact and growth. As I model my own vulnerability, I of racial narratives that affect all of us. Children enable my students to share elements of them- learn from what they see. We often see kids selves. I assign real-world “concept connection idealize and emulate heroes in media. If a child projects” throughout the year. Completing these never sees a hero who looks like them, what is the projects lets them prove their academic knowledge implicit lesson learned? This is why teachers of in a creative way and reveals what they are most color have great impact passionate about in life. “ If you teach on students of color. “ I often say, Whether you are the Consistency: When challenges children who same color as your stu- arise with students, I say: “How can I ‘Mistakes are do not look dents or not, examining help?” I hold silent space for them to welcome’ — like you, it is your own experiences think and respond privately. I actively these words important to and biases is a basic listen to what they are willing to share. let me create understand the premise in equity. I remind them of my expectation to an extremely Provide those heroes. receive the same in return, and then impact of racial Be mindful and inclusive offer two good choices. As students safe culture, narratives that of the protagonists in feel a repeated pattern of care mixed full of risk affect all of us.” the books you use in with consistent expectations, they and reward.” your classroom. Most feel comfortable and empowered. traditional popular protagonists are white males. Not all representation is equal, so teach criti- Culture: I often say, “Mistakes are welcome” in cal thinking and media literacy. Just as much as class when students share an incorrect or incom- children and adults see heroes in the media, the plete answer. These words enable me to create a opposite is true. If the only thing they know about safe culture in our classroom. Central Americans is what they hear on TV, many As students complete their work, they know the will believe that all Central Americans are MS-13 expectation is that they will bring a question or gangsters. Going deeper into understanding an point back to class the next day. This reminds that author’s purpose is absolutely appropriate in this questions and collaboration are the avenues to case, as is teaching about point of view. Learning true appreciation and understanding. I celebrate that there are multiple ways to interpret or expe- and offer thank-you notes when students ask great rience the same event helps students to navigate questions or share high levels of thinking. and accept differences.

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p p a y evi trots into the classroom from recess with L a group of friends as Hayli Thomas explains H how much he helped a few years back when she was recovering from brain surgery — everything from working on reading skills to sitting together at lunch.

“HAVING A FRIEND like Levi is great,” says the Willett Elementary Tails School sixth-grader. “Levi listens. He doesn’t tell you what to do or how to talk.” The magic of therapy dogs As English language arts teacher Leslie Allen resumes class, Levi hops up onto a set of desks and surveys the room, tail wag- in schools ging slightly as four hands quietly stroke and scratch his soft coat. Without a doubt the most beloved student in the class, Levi is an Australian shepherd — a therapy dog — whose talents go far beyond By Julian Peeples being cute and furry.

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1906 Educator draft v3.indd 34 6/12/19 11:19 AM Sixth-grade English teacher Leslie Allen’s special friend Levi helps kids learn to read, reduces student anxiety, and increases “happy” hormones like Serotonin and Oxytocin. The Australian Shepherd even has his own Student ID.

Why Read With Dogs? WE ASKED Leslie Allen how reading to her therapy dog Levi makes a difference for her students. “Reading to Levi is interacting with a living thing. Kids can sit down with the dog and read for 45 minutes without stopping. Working dogs like shepherds make the best reading buddies because they’re not averse to eye contact like most dogs. Adults know that dogs don’t need to look at us to listen, but for kids it helps them know the dog is paying attention. “The students always read out loud to Levi. When you read out loud, your brain catches mistakes that would be missed if you were reading silently. So, when they read out loud to Levi, they catch their mistakes and their fluency goes up dramatically.”

Special education teacher Pam Snipes’ therapy dogs,Zip and Mick Wagger, are popular with students and staff alike.

environment 10 years ago, when she was working as a math specialist in an after- school program and realized her students were so much more engaged when their math assignments involved a furry friend. The students would play with the dog “He works in math, he works in reading, he “ Zip and Mickey seem to be and then calculate how fast or does social-emotional learning, and he works the bridge between ‘I’m not how far he ran. By the end of the with kids in crisis,” says Allen, a member of the talking to you’ and ‘OK, I’m year, every student in the pro- Davis Teachers Association (DTA). “He is unique ready to talk now.’” gram improved their math skills in the therapy dog world, because he is trained to by one grade level, and two work with all people, not just one person.” —Pam Snipes, Davis Teachers Association students moved up two grade Little hands extend for a quick pet as Levi levels. Allen was convinced meanders around the room, stopping occasionally to give a little extra about the power of a therapy dog in her classroom. affection where needed. He seems to have a knack for finding the stu- “I think there’s a lot we haven’t discovered about why dents who could use a friend at that very moment. For five years, Levi and how this works,” she says. has been an integral part of Allen’s classroom, listening to students read, Some of the science behind Levi’s magic is known, reducing anxiety, brightening bad days and providing comfort. however. Interacting with the pup lowers the level A 25-year educator, Allen first brought a dog into a classroom of cortisol (a stress hormone) in the brain and

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raises levels of oxytocin and dopamine (“happy” hormones). “When I’m stressed, it’s relaxing to be with Levi because I can feel him telling me ‘You can do it,’” says sixth-grader Mia Udwary. “If dogs were in every classroom, it would help lower stress levels and make kids feel happier.” Levi is not the only special pup in Davis Joint Unified School District. Pam Snipes, a special education teacher at Oliver Wendell Holmes Middle School, has two canines of her own, boxer Zippideedoodah (Zip, for short) and cockapoo Mick Wagger. The 35-year teacher and DTA member hadn’t brought therapy dogs into the classroom before coming to Davis in Joy in the Classroom 2012 to work with students who are emotionally dis- SAN BERNARDINO educator Fiorela Piedra had tried turbed. Snipes says her dynamic duo have a special many strategies to help her students with social-emotional relationship with her students. problems: mindfulness lessons, behavior charts, Positive “It’s amazing to me how comforting they are,” Snipes Behavioral Intervention and Supports — you name it. Nothing says. “Zip and Mickey seem to be the bridge between ‘I’m seemed to help, until a three-legged dog named Joy came into not talking to you’ and ‘OK, I’m ready to talk now.’” her life and became an important part of her classroom. Zip has a special knack for comforting students Joy’s journey from death’s door to therapy dog is its own and easing stressful situations, and he loves running story. Piedra, a member of the San Bernardino Teachers out some energy at lunchtime with one of Snipes’ stu- Association, works with a local rescue group called Cause for San Bernardino Paws. She agreed to foster Joy, whose sunny dents who has severe ADHD. The licensed therapy disposition only 24 hours after losing a leg in a car accident dog was named Student of the Month last year for his caused a change from her previous moniker, Sassy. After fostering the chocolate Labrador/pit bull/golden retriever mix for a month, Piedra gave Joy a forever home. Joy became a part of Piedra’s classroom community a few weeks before her certification as a therapy dog. Piedra’s students “ The way were having trouble with peer relationships, and Joy’s arrival Dorothy looks immediately brought a different energy to the classroom. at students “Joy walked around the class to meet each student, stopping by some students’ desks a little longer than others,” makes them feel Piedra says. “What was interesting was the ones she stayed seen, wanted longer at were kids who needed the extra attention.” and loved, Piedra says every student read to Joy that day, bringing a which is what much-needed calming energy to the classroom. Joy now visits you want for Piedra’s class a few days a week. “I have to say that her presence has improved my class’s all students.” behavior,” she says. “My discipline issues in the class are —Cori Schneider, Davis Teachers Association usually nonexistent when Joy is here and about half what they used to be when she is not.”

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1906 Educator draft v3.indd 36 6/12/19 11:19 AM Medical alert and response dog Halle, with Laura Finco behind her. Inset: Shadow wears #RedForEd.

contributions to the school community. The dogs are an important part of the school environment, so much so that even when Snipes is away, her paraeduca- tors pick up Zip and Mick from her home to bring them to class. And it’s not only the students who benefit. Every morning, Snipes takes the Service Dogs Help dogs for a walk through the school’s front Educators, Too office, where the staff are counting on EVERYONE LOVES golden retrievers — it’s a scientific fact. And as their visit. Halle ambles around the State Council of Education meeting, the reac- “It just makes our whole day. We’re tion of CTA leaders upon sight of her proves it. always so happy to see Zip and Mickey,” But Halle is more than the fluffy, friendly unofficial mascot of CTA says counselor and DTA member Ellen State Council. She is a medical alert and response dog, specifically Shields, as the dogs take treats from her trained to partner and work with educator Laura Finco, vice president hand. “The impact on the school climate of the San Ramon Valley Education Association (SRVEA). While Halle that these guys have made is amazing.” is keenly alert to Finco’s disability, she is also aware of and sensitive to those around her, often approaching others who she detects are Holmes has one more dog with a big stressed, not feeling well, or just in need of some unconditional love. impact on students: special education When Finco was working in a classroom every day, Halle was busy teacher Cori Schneider’s poodle Doro- changing lives in her own way. Halle once made friends with a chron- thy. Schneider, also a DTA member, says ically absent student, who would come to first period class just to there’s something special about the rela- spend time with her furry friend. The relationship changed the way tionship between kids and dogs. “The way the student felt about school, and today she is a senior in high school Dorothy looks at students makes them headed for university. feel seen, wanted and loved, which is Finco says Halle also had such a calm- “ With Shadow, I what you want for all students.” ing effect on a student named Ishy that feel like I can do While the benefits are striking, Allen Ishy’s IEP (Individualized Education Pro- almost anything cautions that bringing therapy dogs into gram) had a provision that he could visit Halle any time he needed. because I know I the classroom is a big responsibility. Not “Halle is a magnet for students,” Finco am taken care of.” only do they need the temperament and says. “Just being around her brings calm —Jennie Drummond, San patience for six hours of eager, poking, to a room.” Ramon Valley Education Association prying and not always gentle hands, Allen Without her service dog Shadow, art says, but helping people is their job. Just teacher and SRVEA member Jennie like a teacher after a long day with stu- Drummond might not be able to go outside because of her panic disor- dents, Levi also needs some me time, der. Shadow is trained to check her heart rate and anxiety levels, and which means an hour of exercise before she responds when Drummond exhibits anxiety symptoms. and after school. Drummond says that because her disabilities are not visible, people “It takes a lot of work outside of class often assume that Shadow is around for fun, despite her service vest to let him get the energy out,” Allen says. and badge. “She’s a working pup who is trying to focus on helping me,” Drum- “He’s working all day. He needs his time.” mond says. “The biggest struggle has been students I do not know yet Right now, Levi is working on a short and staff trying to pet her or distract her without my permission.” nap while lying on a reading student’s Drummond says she doesn’t know what she’d do without her. lap. And it looks like neither could possi- “Before Shadow, being anywhere outside my home on my own was dif- bly be happier. ficult, almost unbearable. With her, I feel like I can do almost anything, because I know I am taken care of in the event of a flare-up.”

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“ If you’re tired of a system that benefits only a few, raise your fist in the air and say, ‘Enough is enough!’ We need to fully fund our public schools!” —CTA President Eric Heins

Thousands Fill Capitol During #RedForEd Day of Action Rally culminates in major victory for public schools By Julian Peeples

SACRAMENTO WENT #RedForEd as thousands of educators, Angeles, Oakland and other communities this year. Thou- parents, students and supporters marched in the streets, filled sands of CTA members and public education supporters the State Capitol, and rallied in support of public education on filled the Capitol rotunda, singing the classic union song May 22, CTA’s Day of Action. “Which Side Are You On?” which Oakland ethnic studies A sea of red covered the Capitol lawn and flowed through the teacher Marisa Villegas-Ramirez had turned into one of the streets with educators marching together for the funding and theme songs of the Oakland strike. protection that public schools need and all students deserve. For an hour, the rotunda remained packed with The day was a celebration of the movement for strong public #RedForEd supporters, whose songs and chants expressed schools, the fight against privatization and those who see kids some of the goals of the movement — “Books, supplies, as a way to make a quick buck, and the power of dedicated edu- lower class size!” These combined voices carried through cators and community united. the halls of the Capitol into the Assembly chamber, where The educators’ uprising started last year in West Virginia a floor vote was under way on Assembly Bill 1505. The before spreading across the nation — Arizona, Oklahoma, CTA-co-sponsored bill would give local school boards Kentucky, North Carolina — and landing in the streets of Los sole authority for approving charters in their districts and

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1906 Educator draft v3.indd 38 6/12/19 11:19 AM From left to right: Thousands march around the State Capitol to spotlight the detrimental impacts of privately managed charters; Eric Heins; educators, parents and children participate in the Day of Action.

to urge them to get off the sidelines and show which side they are on in the fight for public education. The stalemate ended when four Assembly members stood up for schools with their votes, pushing the total to 42 and passing AB 1505 out of the Assembly. Thousands cheered in unison and then turned to hug the closest person in a red shirt before letting out a sigh (and cry) of relief. (The final vote was 44–19.) The moment followed a march of thousands that snaked around the State Capitol to spotlight the detrimental impacts of privately managed charters in places like Los Angeles and Oakland, where unchecked charter proliferation has caused widespread closures of neighborhood public schools and dis- proportionately affected communities of color. Villegas-Ramirez said it’s hard to see the charter school industry use communities to further their harmful agenda. “They’re exploiting families who just want what’s best for their kids.” Chaz Garcia, second vice president of the Oakland Educa- tion Association, said families need more information about how privately managed charters impact local districts and hurt neighborhood schools, noting that it’s an abstract issue and Educators rally in support of the #RedForEd movement for strong public schools. people need additional context. Four charter accountability bills — AB 1505, AB 1506, AB 1507 and SB 756 — are currently making their way through allow them to consider the financial impact of a charter the Legislature (go to cta.org for the latest details). But these when evaluating a proposal. important bills aren’t the only goal of the #RedForEd move- United Teachers Los Angeles/NEA Vice President Cecily ment in California; educators, families and allies statewide are Myart-Cruz was leading a chant in the Capitol rotunda when urging lawmakers to address the chronic underfunding of our word came that AB 1505 support on the Assembly floor had public schools. California ranks 39th in the nation in the amount stalled three votes short of the majority needed to pass it on to of money it spends per student, a shocking fact considering Cal- the Senate. Myart-Cruz squinted at the vote tally on a cellphone, ifornia is the fifth-largest economy in the world. searching for LA area Assembly members who had not yet voted. “If you’re tired of a system that benefits only a few, raise your “What? He hasn’t voted?” she said, fingers texting a mes- fist in the air and say, ‘Enough is enough!’” said CTA President sage frantically, as she tried to whip up the votes needed to Eric Heins at the rally, as thousands of fists shot up into the sky. pass the bill. “We need to fully fund our public schools!” This scene played out in the halls of the Capitol, on the lawn outside, and in communities throughout California. Educators See the expanded version of this story at called, emailed and tweeted legislators who had not yet voted californiaeducator.org.

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Legislative Update Charter Task Force Supports Fixes for charter school ills Greater Local Control, CTA SUPPORTS a number of bills that Accountability address problems caused by privately IN A REPORT sent to Gov. Gavin Newsom in early managed charter schools’ uncontrolled June, the statewide task force on charter schools growth, authorization process and opera- calls for greater local control and accountability for tions, all of which hurt public schools and charters. This is in line with legislation backed by students. For the bills’ latest status, go to cta.org. As of press time: Assembly Member CTA (see column at right). Patrick O’Donnell The California Charter School Policy Task Force, • Assembly Bill 1505 (O’Donnell, D-Long headed by state Superintendent of Public Instruc- Beach, et al.) would give districts sole tion Tony Thurmond, unanimously recommends authority to approve or deny charters that school districts be given more discretion to within their communities, and let districts approve or deny new charter schools. consider charters’ financial impact. The task force reached four recommendations • Assembly Bill 1507 (Smith, D-Santa by “unanimity and consensus”: Clarita) would close the loophole allowing • Provide additional discretion when charters to operate outside their autho- considering a new charter school authorization rizing districts. Assembly Member and amend the role of the Department of Edu- Both bills have passed the Assembly Christy Smith cation in oversight. and will likely be voted on in the Senate in • Extend the timeline to approve or deny a new mid-July. charter school petition an additional 30 days. • Assembly Bill 1506 (McCarty, D-Sacramento) would cap the • Create a statewide entity to develop standards, number of charters in the state based on the current number used by authorizers, for providing oversight to in 2020. charters; and create a statewide entity to pro- • Senate Bill 756 (Durazo, D-Los Angeles) would establish a vide training for authorizers. two-year moratorium on new charter schools. • Include students transferring to charter Both of these have been made two-year bills. This allows addi- schools in the Education Code provision for a tional time to address problems with current law, eliminate the one-year “hold harmless” to account for net potential for ongoing harm and negative impact to students in loss of average daily attendance. both charters and neighborhood public schools, and assess the Other proposals were discussed and many were recommendations from Gov. Gavin Newsom’s charter school supported by a majority of the task force, whose task force. 11 members include representatives of charter organizations, CTA and other labor unions, and organizations representing county offices of edu- 2019-20 State Budget cation, school administrators and school districts. AT PRESS TIME, the state Budget Conference Committee was For the full report, go to cde.ca.gov. working out a final plan based on three proposed budgets from the governor, Senate and Assembly. Gov. Newsom’s revised budget includes $81.1 billion for K-12 and community colleges out of a proposed $147 billion total state general fund. The deadline for the Legislature to pass the budget is June 15. For the latest, see cta.org.

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1906 Educator draft v3.indd 40 6/12/19 11:19 AM A

UTLA President Alex Caputo- Pearl speaks to educators in Los Angeles in December. Inset: UTLA responds to an LA Times story on the restructuring plan.

LA(USD) Confidential UTLA organizing foils district’s “portfolio model” plan By Frank Wells

NITED TEACHERS LOS ANGELES mem- implementing portfolio models in districts across the country, to com- bers won several major victories during their pletely privatize LAUSD. Beutner tried to keep it confidential because U six-day strike in January — lower class sizes, he knew UTLA would use it to expose his compromised position in the more support services for students, and plans to reduce district as a noneducator businessman brought in to implement the time spent on testing. But perhaps more importantly, the vision of folks like Eli Broad, Michael Bloomberg and Wal-Mart.” union raised community awareness about and ultimately Advocates of the portfolio model, which has been implemented fully squelched Superintendent Austin Beutner’s planned or partially in school districts such as Indianapolis, Atlanta, Memphis restructuring of Los Angeles Unified School District and New Orleans, say their intent is “to upend school districts.” They using the “portfolio model.” suggest public school boards should treat their schools as if they were Rumored for months to be in the works, the secre- a stock portfolio, and keep or “dump” them accordingly. tive plan, which Beutner referred to as a “reimagining” Simplified, the portfolio model focuses on accountability, primarily of the district, would have broken LAUSD into 32 local based on test scores; decentralization of district management; closing networks, decentralizing oversight and (euphemistically) or reconstituting underperforming or “failing” schools; and perhaps broadening student enrollment options. most controversially, creating more choice and competition through Although Beutner tried to distance himself from the the expansion of charter schools. actual term “portfolio,” Kitamba Group, the consulting The idea and the terminology originated with Paul Hill, a University firm he brought in to make recommendations, had of Washington professor who argued in 2006 for a new system where worked with other districts on implementing portfo- “school boards would manage a diverse array of schools, some run lio strategies. Their report, which was leaked to the by the school district and others by independent organizations, each Los Angeles Times in November, referenced the idea of designed to meet the different needs of students. Like investors with portfolios multiple times, and several of their recom- diversified portfolios of stocks and bonds, school boards would closely mendations contained portfolio-like aspects. manage their community’s portfolio of educational service offerings, “The portfolio plan would have destroyed the district,” divesting less productive schools and adding more promising ones.” Hill says UTLA president Alex Caputo-Pearl. “Kitamba was founded the Center for Reinventing Public Education, which has brought in, along with other consultants associated with been promoting the portfolio model since its inception.

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LAUSD Superintendent Austin Beutner had a plan to restructure the district and treat schools like disposable stocks in a portfolio.

Education researcher and public education advocate Diane Ravitch has called the portfolio model “the Trojan horse of privat- privatization advocates such as the Walton Family Foundation, ization.” Ravitch, who served as assistant secretary of education Netflix founder and CEO Reed Hastings, and the Laura and under President George H.W. Bush, writes: “The privatization of John Arnold Foundation. Underscoring the close link between public education is a dagger aimed at democracy.” portfolio advocates and the charter school industry, The City Measuring the results of the portfo- Fund, in its presentation to poten- lio approach is difficult (the model isn’t “ Our organizing helped tial donors, suggested that charter implemented exactly the same way in any people understand the schools should serve 30 to 50 per- two given cities), and claims by advocates macro strategic plan that cent of students in its target cities. are often based on sketchy evidence. New That figure mirrors a 2015 plan by Orleans, which is often touted as an exam- was unfolding and reminded billionaire Eli Broad’s foundation ple of success, implemented the model in them that LAUSD is a civic to ultimately enroll 50 percent of the wake of Hurricane Katrina. But stu- institution worth fighting for.” LAUSD students in charter schools. dent and community populations had — UTLA President Alex Caputo-Pearl UTLA credits the long organizing shifted in the wake of that disaster, some buildup to January’s strike and the low-performing schools had been shut down altogether, and strike itself as key to Beutner’s April revelation that he would perhaps having a greater impact than any restructuring, there not be following through with major changes promoted in the was a significant influx of new funding (roughly $1,500 more per Kitamba report. student) to help the recovering city’s schools. “We educated our members and the community as to what Recent evidence suggests that any initial gains may have been they were trying to do, and it infuriated them,” says Caputo- short-lived, as recent test scores have been backsliding. In Indi- Pearl. “Our organizing helped people understand the macro anapolis, where roughly a third of students now attend charter strategic plan that was unfolding, and reminded them that schools, there is little significant difference in performance LAUSD is a civic institution worth fighting for.” between student outcomes at those charters and at traditional In May, Beutner finally released a new version of his plan. public schools. For students enrolled in online charters, the out- Rather than a massive restructuring of the district, the scaled- comes have been notably worse. back proposal focuses more on principals as instructional Despite mixed results and leading figures like Ravitch sound- leaders, geographical alignment of schools assigned to district ing the alarm, there is big money behind the portfolio idea. The middle management, and more funding flexibility. The plan is City Fund, an organization formed last year, has raised nearly no longer a “reimagining” of the district and was outlined in a $200 million to promote the portfolio model in cities across the memo to the LAUSD Board of Education now simply titled, “The country. Much of that money is coming from charter school and Work Ahead.”

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1906 Educator draft v3.indd 42 6/12/19 11:19 AM A Bargaining Roundup Details of these stories at cta.org/bargainingupdates By Julian Peeples and Ed Sibby #OurVoiceAtTheTable

NHTA members finally reached an agreement with the district on June 7. Inset: NHTA President Joe Ku’e Angeles. Palm Springs: Teachers Win Agreement Educators in Palm Springs will be the highest-paid in the Coachella Valley after the Palm Springs Teachers Association (PSTA) reached a tentative agreement that will provide a 2.375 percent pay increase next year. This is in addition to a $495 increase to PSTA’s benefits cap, which means that every member will pay less for health insurance next year. PSTA and the district came to tentative agreement in late May. At press time, the contract was expected to be ratified in early June. New Haven: 14-Day Strike Wins Settlement Tustin: Fair Settlement For 14 days, the 585 courageous teachers of the New Haven Teachers for Educators Association (NHTA) in Union City and South Hayward were on strike for the schools their students deserve. The strike inspired a commu- For the Tustin Educators Associa- nity movement and captured the attention of supporters nationwide. tion (TEA), supporting students and NHTA faced off against an intransigent superintendent and his programs brought their members managers, who walked out of negotiations numerous times, while a fair settlement. TEA won annual the New Haven Unified school board refused to listen to reason. stipends for classroom materials Ultimately, it was NHTA’s unity and strong community support and fair compensation (including pay that built the power necessary to win a fair settlement. for overnight outdoor education) for “It was the courage and determination of NHTA members on the teacher-leaders serving as depart- picket lines and the thousands of supportive parents and community ment chairs, athletic directors and members that finally resulted in this agreement,” says NHTA Presi- work experience teachers. dent Joe Ku’e Angeles. TEA also won a 1 percent The settlement includes a 3 percent raise for educators retro- on-schedule pay increase retroac- active to Jan. 1, 2019, a 2.5 percent bonus, and a 1 percent raise tive to July 2018 and an additional starting July 1, 2019 (with an additional 1 percent contingent on pas- 2 percent off-schedule bonus, and sage of school funding legislation). educators were able to win more “This is just the first step in creating the public schools our stu- flexibility in the way they use their dents deserve,” Angeles says. “We saw how much this community planning days. shares our values and supports its educators. That means the world to us and strengthens our resolve to make New Haven an even better school district as we move forward.”

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FVEA President Abir Kim

Fountain Valley: Educators at Impasse The Fountain Valley Education Association (FVEA) is at impasse with the Fountain Valley Unified School District (FVUSD), with mediation to come. Savanna: FVEA is fighting for a permanent investment in educators with an ongoing Teachers Head to Mediation salary increase, while the district has only The Savanna District Teachers Association (SDTA) in Ana- offered a one-time bonus. FVEA says that heim is at impasse, with mediation scheduled in May. Teachers with a 27 percent reserve, FVUSD can want compensation that will help attract and retain future teach- afford to do more for the dedicated Foun- ers. SDTA is also fighting for benefits that do not erode salaries tain Valley educators. through monthly deductions. Teachers are fired up and standing united Currently, Savanna teachers pay the highest out-of-pocket for their students, schools and each other, costs of their neighboring districts, leaving them as much as organizing more than 200 members and $10,000 behind their nearby peers. The current 1 percent on and about 50 parents to attend a board meeting 1 percent off-schedule offer does not even meet the county aver- in support of fair pay and investment in the age or current cost-of-living adjustment. While organizing for a classroom. Parents delivered 14 compelling fair increase that recognizes their value and respects them as and heartfelt speeches during the standing- professionals, SDTA has been wearing black every Tuesday and room-only board meeting. buttons with the message: “SDTA Is Stronger Together.”

Santa Ana: Mt. Diablo: Educators Ink New Contract At impasse Members of the Santa Ana Educators The Mt. Diablo Education Association and Mt. Diablo Unified Association (SAEA) will get a 2 percent School District in Contra Costa County filed a joint declaration wage increase next year after completion of of impasse on June 3. Among the issues in negotiations are bargaining this spring. adequate numbers of nurses, counselors and librarians, smaller SAEA also secured language regarding class sizes, and support for bilingual programs. the district’s extended-day kindergarten “We have been trying to resolve these issues since our program, and prevented any increases to contract expired in July 2018,” says MDEA president Anita educators’ health care costs. The district will Johnson. “The district remains intransigent and refuses to cover any additional costs starting next year. make reasonable changes that will benefit the students of this community, so we are declaring impasse and moving this process to the next level.” The next step is for a mediator appointed by the Public Employment Relations Board to try to bring both parties to a satisfactory resolution.

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1906 Educator draft v3.indd 44 6/12/19 11:19 AM TECH TIPS Teaching & Learning

The Enlight app lets you turn your ideas into brilliant art.

Enlight (iOS; $3.99) You’ll be blown away by the creative possi- bilities packed into this sophisticated photo editing app: from layers and blending modes to special effects, brushes, fonts and tonal adjustments to film, black and white and duo presets. Turn the ideas in your head into brilliant art from your phone.

Hyperlapse (iOS; free) Create amazing time-lapse videos that were previously impossible without bulky tripods and expensive equipment. Your footage is instantly stabilized to smooth out the bumps Shoot from the road and give it a cinematic feeling. Like Canva (iOS, Android; free) Create a memorable instaquote with the Ins- tagram highlight cover, Instagram highlight icons maker, and Instagram story maker. Save a Pro time and use any of the 60,000 free templates Up your Instagram game created by professional designers. this summer Boomerang (iOS, Android; free) By Terry Ng Find something (or someone!) that’s moving WITH MORE THAN 1 billion monthly active users, or create a video selfie with the front-facing Instagram is one of the most popular social media camera. There’s just one button. Tap it once and Boomerang shoots a burst of 10 photos, platforms in the world. To stand out from the turning them into a delightful mini video. crowd, it’s not enough to just own an Instagram account anymore. You’ll need to up your game for Layout (iOS, Android; free) the ’gram and create a more curated and aesthet- Choose photos from your camera roll — or use ically pleasing feed. Luckily, you don’t have to be a the built-in Photo Booth to take spontaneous photography pro to edit photos or videos like one. shots — and instantly see them laid out in Here are five apps to add a boost of creativity various combinations. Pick the layout you like best, then edit it to make it your own. to your snapshots and videos, which in turn can bring in more likes.

Tip: Not ready to share your own photos? The Repost app makes sharing other peoples’ photos a breeze. It auto-adds the ability to include credits to the photographer and even allows you to modify captions.

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First-time offenders are judged by a jury of their peers.

Teen Court Rules! Restorative justice program in Redondo Beach helps all students By Sherry Posnick-Goodwin Photos by Scott Buschman

he 17-year-old was out with friends at a department store education teacher who serves as Teen when she succumbed to peer pressure. She grabbed a hand- Court coordinator. ful of rings from the jewelry display case along with several “It’s a wonderful program,” says pairsT of socks, and stuffed them into her purse without paying. Botchie, a member of the Redondo Beach Upon exiting the store, she was stopped by a security guard, Teachers Association. “What I love the most is that it’s a restorative justice pro- arrested and charged with petty theft. gram instead of a punitive one. Our goal is NOW, A FEW MONTHS LATER, she to jury duty. Unlike real life, they don’t to take kids who have made mistakes and is being judged by a jury of her peers have to wait around for hours. They turn them around, so they can be a strong at Redondo Union High School’s Teen immediately step up to the jury box. member of their school and community Court. The campus bingo room, which This live juvenile court has been a — without becoming repeat offenders.” looks like a real courtroom, is packed monthly occurrence on campus for five Only first-time offenders are assigned with students, some of whom are called years, thanks to Marie Botchie, a special to Teen Court. Misdemeanor cases may

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1906 Educator draft v3.indd 46 6/12/19 11:19 AM “ Our goal is to take kids who have made mistakes and turn them around, so they can be a strong member of their school and community.” —Marie Botchie, Redondo Beach Teachers Association

Hannah Nemeth, jury foreperson and co-president of the Teen Court Club, asks the accused a question. Marie Botchie is coordinator for Redondo Union High School’s Teen Court. Behind her is LA County Superior Court Judge Eleanor Hunter, judge for the day’s proceedings.

include vandalism, assault and battery, for the future, and hobbies or sports enough to vote can be so involved in gov- sexual harassment, reckless driving, and they enjoy. ernment. And these are not mock trial drug abuse. Often, they will recommend commu- cases; they are real. These jurors live very The accused come from different high nity service aligned with the offender’s similar lives to the accused. It’s the truest schools throughout the Los Angeles area interests, such as working in an after- jury of peers you can ever imagine.” and are only identified by their first name. school art program if they enjoy art or There is always a judge to oversee pro- Before proceedings begin, it must be receiving mentoring in a subject they are ceedings, who in this case is Los Angeles determined that none of the jurors know interested in for a career. County Superior Court Judge Eleanor the accused and vice versa. “The goal is to get student offenders Hunter. She bangs the gavel three times Students serving as jurors ask involved in positive activities instead to let students know court is in session, questions of the accused, deliberate of taking things away from them,” says assigns students in the audience to be to determine guilt or innocence, and Botchie. “We want to add good things to jurors, and swears them in. The bailiffs, make sentencing recommendations. their lives.” members of the school’s Junior Reserve Jurors have found students innocent Botchie created a training program for Officers’ Training Corps (JROTC), escort on occasion. For example, a student Teen Court participants at her school, the accused into the courtroom, along was accused of battery for placing a who can fulfill requirements for govern- with their parent or guardian. hot metal object on another student at ment class or community service through The accused in this case is accom- a party, but when jurors learned it was participation. She estimates that 500 panied by her mother, who hands her a game and no coercion was involved, students per year are involved in the pro- daughter a tissue to wipe away tears they found him not guilty. ceedings. Botchie also sponsors a Teen while the girl answers questions about To get a fuller picture of the accused, Court Club. events leading to her arrest. jurors can ask about their grades, “The kids love it,” she says. “There is She readily admits that she is whether they abuse drugs, their plans no place else where kids who aren’t old indeed guilty of stealing the rings

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The student audience awaits the start of Teen Court.

and socks, which she planned to give as judge instructs them to make decisions acted fairly, compassionately, and in the birthday gifts to a friend. She reveals that based on evidence and not let sympathy student’s best interest. she gets A’s and B’s, except in math, which influence what they choose in the way “I love Teen Court,” says Hannah she currently has a D in. She tearfully of remediation. Nemeth, co-president of the club. “It’s an explains that her new friends pressured The 12 jurors vote to recommend amazing program. We work with minors her to shoplift, and she has never been in six months’ probation, 30 hours of who commit real crimes, who could trouble before. community service, staying away from potentially go to juvenile hall, and we are Her mother tells the courtroom that the friends who pressured her to steal, giving them a second chance.” she did not approve of these friends writing a letter of apology to the store Co-President Sergio Godinez says he and felt they were troublemakers, owner, and participating in a mentor- feels empowered by participating in the but hoped her daughter’s good influ- ship program for future nurses. She democratic process. “Usually all we hear ence would rub off on them. When a must also maintain her grades and is ‘Wait until you are old enough to vote,’ juror asks what consequences were continue with math tutoring. but this lets us make changes now within given, she replies that her daughter is Jurors return to the courtroom and our local community.” grounded for several months. report their recommendations to the Botchie is proud of the critical think- In reply to jurors’ questions, the judge, who agrees and decides to add a ing, empathy and good decision-making accused shares that her mother is her curfew during the probation period. The she has witnessed in participants over the best friend, and she is sorry for disap- judge reminds the accused that she is years, and notes that the recidivism rate pointing her. She says that she enjoys only a few months away from turning 18, for offenders is low. Of all the teens tried playing on her school’s softball team, and the few months’ difference could have in 47 Teen Courts in Los Angeles County, hopes to go to college, and wants to meant jail time. only 5 percent commit another crime become a nurse. “Life is full of pressure, and you have before turning 18. Jurors are surprised to learn the to be your own person, or you will find “We have no way to track them after accused participates in a Teen Court yourself back where you are now,” says the that, but we often hear from their pro- program at her school. judge. “No more stealing. No more lying to bation officer that they have finished “So, you knew that stealing was wrong,” Mom. No more sneaky stuff.” probation, are back on track at school says a juror, and the girl nods ashamedly. Afterward, the Teen Court Club and generally doing well,” says Botchie. Next, it’s time for deliberations, and debriefs the session. They are sur- “Sometimes we hear they are attending the JROTC bailiffs escort the jury to a prised to learn the offender’s mother college. I absolutely believe we are mak- classroom, where they must decide the thought they were much too tough on ing a difference.” fate of the teen, who has pled guilty. The her daughter. They say they believe they

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A Critical Lens Heather Hackman says teaching with a racial equity perspective helps all students succeed

WHEN IT COMES to racial equity, Dr. Heather Hackman believes that many of us often get the terminology wrong. That is, we tend to use “ We need to remember that the words “diversity,” “cultural competency” and “social justice/equity” our relationships — not any interchangeably, when in fact they all have distinctly different meanings one relationship but our (see sidebar next page). relational societal ethos — This is important, Hackman says, because we live in an increasingly should be imbued with love complex society when it comes to race, a fact that is reflected in class- and accountability. They rooms and schools nationwide. To help students, particularly Native students and students of color, reach their fullest potential, it has are at the heart of racial become essential that educators address racial issues to examine the justice work.” personal and institutional biases that block this goal. “Racial realities in the United States are what they are because of Why did you leave a tenured university long-standing systems, structures and policies that have given or denied position, where you were teaching and resources based on skin color and racial characterization,” says Hack- researching the social justice issues man, a trainer and consultant on diversity, equity and social justice you now consult on? issues who has also been an educator. To effect real systemic change in I felt that I could have a greater impact outside of racial equity, “simply focusing on diversity and awareness is too tepid teacher education than within it. Very few teacher of a response.” education programs give the right level of attention Hackman’s work helps individuals and groups move beyond basic to social justice and equity issues, and as a result diversity and inclusion efforts to develop a critical racial equity lens. are often many years behind what is happening in our classrooms today. This lens lets us look at the big picture, including systems and history, This leaves teachers able to design a basic and focus on access to resources, power and privilege. What we learn lesson plan, but without the awareness or skills has the power to transform and foster real change. “Diversity work is to adeptly respond to racially complex educa- an easy approach, and educators who start with it can get stuck in it. tional spaces. It made more sense for me to do Equity and social justice are a much harder body of work — it’s chal- more concrete, long-term and potentially more lenging emotionally, and profound in its impact,” Hackman says. effective work outside of teacher education than Hackman and co-trainer Erin Jones, M.Ed., are working with CTA within it. to begin this racial equity work. They led CTA’s Board of Directors and a group of diverse leaders through a four-day session, and will Why should educators care continue working with them and many others in the organization about teaching with a racial equity in the coming months. perspective? “As educators, it’s important that we lead these discussions in our Our job is to prepare students to be effective, skillful and useful in a complex society. We all classrooms and within our union,” said CTA President Eric Heins. “We need information that is conveyed through a racial must do more than acknowledge that many of us come from a place of equity lens to function well in society. This lens privilege. We need to recognize institutional racism and the impact it cuts across the needs of all students and their has on the system. We need to listen and seek understanding in order families. Students of color and Native students to better reach all of our students.” need their voices and stories heard. White Here Hackman suggests ways educators can use this lens to gain and students need to hear them. We all need this teach perspectives that can help students succeed. information to be successful.

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How does it help educators There’s also the SEED program, Start Your do their job and be better which are classroom or school proj- Journey teachers? ects that address climate justice DR. HEATHER HACKMAN Teaching through a racial equity work from a racial justice — and believes no one resource, book lens expands educators’ pedagogy class and gender justice — lens or course has all the answers — it broadens our view, it deepens (nationalseedproject.org). Creat- to what is a lifelong commit- our knowledge and our practice, ing educational spaces where those ment to learn and use a racial it gives greater access to tools who have a racial equity lens are equity lens. But the books and resources for all students. For encouraged to express themselves below can serve as the start of example, if I’m a physics teacher, and utilize it in their teaching can an educator’s journey. it’s beneficial for me to pursue indi- allow those who don’t have it to Readings for Diversity and Social vidual learning and reading. But it’s learn more. Justice, Warren J. Blumenfeld quite a bit more beneficial to engage et al., Routledge, 4th edition, in collective, symbiotic learning in What should be the goal 2018 the classroom and lab, where ideas of teaching with a racial are shared, tested and studied, equity lens? The Guide for White Women Who along with engaging in dialogue with Three main things: Teach Black Boys, Eddie Moore my peers. Teachers need to support stu- et al., Corwin, 2017 dents in thinking critically, about Courageous Conversations How can educators start? how justice works, how to discern About Race: A Field Guide for This is such a complicated issue — along lines of power when looking Achieving Equity in Schools, it’s one of the most challenging and from multiple perspectives. This Glenn E. Singleton, Corwin, central issues to our society over is one of the fundamental needs 2014 last 400 years. We must commit to of a democratic society, an indis- lifelong learning and increasing our pensable element for equity in For more resources, go to knowledge, skill and capacity. education and building community. hackmanconsultinggroup.org. There are a few programs We need to center compassion and trainings that educators and empathy in our curriculum. and schools can use, such as Notions of compassion and empa- the Pacific Educational Group’s thy are not stressed enough in Courageous Conversation educational settings. Students don’t What should drive us in (courageousconversation.com). have to be best friends, but they can racial justice work? What is The protocol engages, sustains be kind, thoughtful, and can engage most important? and deepens interracial dialogue, with others. We need to remember that our rela- and lets participants practice using We need to help students learn to tionships — not any one relationship strategies to identify and address contribute to society as a whole, how but our relational societal ethos policies, programs and practices to engage in larger society. Education — should be imbued with love and that prevent students from receiving is the practice of freedom. We have to accountability. They are at the heart a quality education. remember that. of racial justice work.

Diversity, Cultural Competency and Social Justice/Equity Diversity Cultural Competency Social Justice/Equity • Awareness and appreciation of • Skill development for work across • Big picture and daily lives difference cultural lines • Examines systems and history and • Not about access to resources, • Not about access to resources, how they impact individuals power and privilege power and privilege • Looks squarely at access to • Not about systems • Not about systems resources, power and privilege • (Vaguely used) • Is hopeful — a steward of our best values © Heather Hackman

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walk around, reading over their shoul- ders and writing things like, “That’s good. Say that!” on the papers of quieter or less confident students. I can also see which and how many students are stuck, so I know if I need to add more scaffolding. Pairs and squares 3 I assign students a partner (pair) to work with for three weeks, as well as a square (two pairs combined). I promote camaraderie in pairs and squares by having students learn each other’s names (with spelling and pronunciation), gender pronouns, and something people can’t tell by looking at them. They also make up a handshake they use each day to greet each other. They talk in their pairs from bell to Talk Time for All bell between direct instruction about the topics of the day. Currently, my 9 strategies to encourage more students sophomores are engaging in a non- fiction unit on happiness, so today we to speak up in class discussed the correlation between money and happiness. Students By Rosie Reid worked in their pairs to annotate an article, but when we analyzed some WHILE IT IS POSSIBLE to learn by listening, I’ve found that oral partici- rather complex graphs and charts, pation leads to greater gains in student literacy and engagement. English they moved into their squares so they learners in particular benefit from ample talk time, but they are not the could have more brainpower. only ones. After three weeks, each student Yet I’ve also found that without careful planning, a few students do most of thanks their partner for something they did for them and shares what the talking while the majority of the class remains silent. My students all have they think was the pair’s best ideas, but only some of them share those ideas on a regular basis. Adding wait moment together. By the end of the time after I ask a question helps more students get into the conversation, but year, every student has worked with still the more confident students are more likely to raise their hands. every other classmate (either in Because of this, I pay close attention to who is participating in my high pairs or squares), which promotes school English classroom and to the structures I’m using to promote participa- a strong classroom community and tion. I mix and match from the following strategies depending on the students helps students feel more comfortable in the room and my goals for the lesson. participating. Nonverbal agreement Who talks first? or disagreement When students turn and talk in pairs, I decide who talks first. The 4 I have my students use American 1person on the right? The person whose birthday is coming soonest? Sign Language signs for “yes” and The person with the longest hair? Without this direction, some stu- “no” in whole class discussion to dents dominate partner talk time. show their agreement or disagreement with the speaker. This keeps Write, pair, share students engaged, gives the speaker 2 Many of us use the think, pair, share model, but substituting immediate feedback on their writing for silent thinking can improve both the quality of the conver- ideas, and gives all students a sation and the number of students who contribute. As students write, I nonverbal voice.

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Metacognitive thoughts and then stand up, walk goal-setting around to as many people as they 5Every few weeks, I have students can, and write down one idea of each reflect on their participation habits person they talk to. I usually do this and set goals for a particular dis- to music — students need to get to cussion. Students get an index card as many people as they can before

at the beginning of class and write the song ends.

1 a quantitative and a qualitative goal

1 6

8 1

5 for their participation for the day.

1 Musical shares

1 As they set their quantitative goals, This is similar to the last idea 4

4 9 0 5

8 8 1

5 I encourage them to think of “step- but is better for sharing longer, more

4 7

2 1 5

3 ping up and stepping back” — what in-depth answers. I put on a song,

9 7

4 7

3 would be a healthy number of times and students walk or dance around 5

7 7

4 for them to speak that day? Should the room. When the music stops,

6 1 0

0 1 5

8 they talk more frequently, or refrain they talk to the person closest to 1

0 1

4 7 from talking to make space for oth- them about their ideas. I use a timer 1

1 1

0 2 3 1 8

1 ers to talk? to ensure equity of sharing here — 1 1 9

1 2

7 For their qualitative goal, they con- each person speaks for one minute.

9 1

6 4

5 8 2

3 sider whether they need to ask more 0 1

3 4 1

questions2 and whether they should 1

1 Keeping track

4 7 9 1

2 3 8 7

7 3

2 do things like build on others’ ideas I keep a blank grade book

5 2 0

1 1 1

9 9 FINISH or use text to support their points. roster on a clipboard, and while

133 5

1 2 1 2

4 7 9 1 8 7 6 1 2 Throughout class, students take students are working in pairs, I put 5 4 8 6 2 8 2 0 8 1 5 1 Race for Solidarity1 notes on their own contributions to a tally mark next to each student’s 1 8 27 1 1 126 9 4 7 5 6 6 0 1 the discussion,2 write down what they name every time I hear them speak 1 1 9 1 7 0 9 8 1 5 1 said (and didn’t say), and during class. I’m sure I 14 2 9 11 5 7 7 113 3 0 tally the overall number don’t catch everything, but 9 0 1 1 8 7 Solidarity against racism8 2 0 6 of times they talked. They the act of keeping track 94 91 6 9 3 9 8 3 92 end class by reflecting on forces me to notice the 89 6 has existed from the 1 6 8 2 68 their participation. Did participation patterns in 90 37 67 65 2 they meet their goals? Why the room and to seek out 66 6 5 1600’s and continues 9 36 2 or why not? Can they set those who have learned to 63

35 4 some new goals for them- fly under the radar. 4 6 until today34 33 30 selves? This card is their 3 START 31 exit ticket for the day. 2 32 An exciting board1 game of This article first appeared in chance, empathy and wisdom, Talking piece Rosie Reid Edutopia in April 2019. 6 For some small- that entertains and educates group discussions, we use Rosie Reid, a Mt. Diablo a ball as a talking piece that students Education Association member, is a as it builds solidarity. Learn pass around — only the person hold- 2019 California Teacher of the Year ing the ball can speak. Every student and California’s nominee for National about the destructive history gets the ball once before anyone gets Teacher of the Year. She is a National it a second time. This is particularly Board Certified Teacher and teaches of American racism and those effective when discussing very emo- high school English in Walnut Creek. who have always fought back. tionally charged topics, like issues of Her experience as a foster, adoptive race or gender, when we want to be and biological mom of a multiracial Appreciate the anti-racist certain that everyone has the oppor- family with a range of sexualities and tunity to share their experiences. academic abilities has heightened her solidarity of working people. awareness of equity issues. Musical give one, 7 get one www.thegamecrafter.com/ When I want students to hear a lot of ideas, I have them write down their games/race-for-solidarity 52 cta.org

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CTA’s May 22 Day of Action turned the streets around the State Capitol a bright red.

It’s a Wrap! Highlights from CTA’s State Council June gathering By Julian Peeples

THE GOLDEN STATE HAS TURNED A BRILLIANT #REDFORED NUÑEZ: WE’RE STILL STANDING As educators have fought for the schools all students deserve, While news headlines foretold the demise in the Capitol and on picket lines across California, the Golden of labor unions following last year’s Janus v. State has turned a bright #RedForEd. CTA State Council AFSCME decision, CTA Executive Director Joe celebrated the successful May 22 Day of Action, which saw thou- Nuñez said CTA has only gotten stronger. Mem- sands of educators and public education supporters create a bership has increased statewide, with nearly sea of red in the streets of Sacramento (see more on page 38). 20,000 new members in the past year. CTA President Eric Heins said the display of unity in the fight “To paraphrase the words of Elton John — for funded and protected public schools became even more we’re still standing,” Nuñez said. “In fact, we’re special that afternoon when the Assembly approved AB 1505, standing stronger than ever!” the CTA-co-sponsored bill that ensures local school boards have sole authority over charter schools in their districts. CTA SUPPORTS BALLOT INITIATIVES “What had already been a great day of advocacy, became State Council delegates approved $1.2 million historic,” Heins said, “as we sent a clear message that all of our to support ballot initiatives in the 2020 elec- students come first.” tion, including Schools and Communities First, which would restore over $11 billion per year to schools, community colleges, health clinics and other vital local services.

COUNCIL THANKS HEINS FOR FOUR YEARS OF VICTORIES In an emotional tribute, Council thanked President Heins for his leadership for the past four years. In a video to com- memorate his time at the helm of CTA, fellow leaders and colleagues lauded Heins’ lifetime of championing the rights of all educators and the promise of the teaching profession. Heins, visibly touched, told Council it was his honor, pleasure and privilege to serve. “It has been a thrill and an honor to be with all of you in the fight for public education and to help our union be there for our members and students even in the most difficult of times,” he said. “What’s most satisfying for me is knowing that as I step away, CTA remains in your good hands, and is ready to meet the challenges See Eric Heins’ farewell video at that lie ahead.” youtube.com/californiateachers.

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COMMEMORATING THE 50TH ANNIVERSARY OF STONEWALL Fifty years ago, members of the LGBTQ+ community stood together and fought back when police raided the Stonewall Inn in New York City. This uprising is widely considered to be the most important event leading to the gay lib- eration movement and the modern fight for LGBTQ+ rights in the United States. During Pride Month, CTA commem- orated the historic Stonewall uprising with a special installment curated by SOLIDARITY WITH STRIKING NEW HAVEN TEACHERS the CTA Sexual Orientation and Gender When Council met, the members of New Haven Teachers Association Identity Issues Advisory Committee that (NHTA) were on strike for the schools their students deserve. The New chronicled Stonewall and its impact on Haven Unified School District superintendent had walked out of numer- our nation. ous negotiating sessions and two consecutive school board meetings were canceled when board members refused to listen to the concerns of FAREWELL TO LONGTIME LEADERS, their community. President Heins said CTA firmly stands with NHTA. WELCOME TO NEW ONES “We want to send a loud message of solidarity to the 600 New Haven The proverbial torches were passed this members. You are not standing alone,” he said. “CTA’s got your back. Edu- weekend as CTA bid farewell to longtime cators across the state are standing on those picket lines with you!” leaders of our union and welcomed new ones. Council said tearful goodbyes to CTA Vice President Theresa Montaño, District C Director Terri Jackson and District O Director José Alcalá. Congrat- ulations to newly elected directors: NEA VICE PRESIDENT PRINGLE INSPIRES COUNCIL • District C: ANGELA NORMAND This year’s activism in Los Angeles, • District E: SHELLY GUPTON Oakland, Sacramento and locals • District I: CHRIS BUSHÉE throughout California has inspired educators across the country, said • District O: GREG ABT NEA Vice President Becky Pringle • District Q: SUSAN GREEN in a rousing speech to Council. She congratulated CTA members • NEA Alternate (Seat 3): and supporters of public education on the successful #RedForEd Day LUCIANO ORTIZ of Action, and for calling attention to the fact that California has the fifth-largest economy in the world but insufficient public school funding. “How can anyone in a position of power justify that you are 44th in school funding?” she asked. “It is time that this state invested in students! It’s time educators were valued for the caring and valuable professionals they are!”

OUTSTANDING MEMBERS AND ALLIES HONORED The last State Council of the year means honoring educators, supporters and students who have gone above and beyond in service to CTA, public education, our students, and the values that make us strong. Council honored former Gov. Jerry Brown with the State Gold Award, a number of amazing members with WHO (We Honor Ours) awards, outstanding jour- nalists who tell our compelling stories with the 60th annual John Swett Mayan Women in LA and their Las Fotos Project Awards, and inspiring students with Youth Activist Awards. were among the winners of the Youth Activist Awards, given by the Peace and Justice Caucus.

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Rio Vista Elementary staff in a show of support for Shirley Chan, front left, and Alex Fabbro, front right.Front row, left to right: Diana Luu, Gloria Guevera, Nancy Briones, Adriana Valadez, Dawn Marsh, Michelle Rivera, Liziel Zapata, Hilda Diaz. Second row: Thomas Huerta, Sandra Ibanez, Brianna Rodriguez, Virginia Zendejas, Rosa Narez, Claudia Meza. Back row: Betty Silva, Diana Martinez, Marrissa Calderon, Christian Chidez, Joseph Briones, Virginia Perez, Zaret Vizcarra, Vince Gaytan, Sarah Gilbert.

InA a lifesaving Precious move, one educator supports Gift her colleague By Dawn L. Marsh

WE ALL KNOW how much teachers are willing to give of Chan, now in her 40s, was recently forced to go on daily themselves — particularly to their students and fellow edu- dialysis treatments after lupus had compromised her kid- cators. For Alexandria “Alex” Fabbro, it’s quite literal. neys. The treatments severely impacted her quality of life. Fabbro and her friend and colleague Shirley Chan are “Our job as special educators in the autism wing is pretty both special education teachers at Rio Vista Elementary exhausting,” Fabbro told a local radio station. “After teaching School in El Monte and members of El Monte Elementary all day, Shirley would have to go home and then do dialysis.” Teachers Association. Chan has been teaching children A kidney transplant was the only way Chan would be able with special needs for the last 10 years. Fabbro has been on to get a healthy kidney and live independently without being a journey as a general education teacher and high school tethered to her dialysis equipment. She had been on the kid- math teacher, and now has found her calling as a teacher ney donor list at Scripps Memorial Hospital for the last few for children with autism. She has been teaching at Rio Vista years, but time was running out. for the past three years. In September 2018 another colleague and friend of Chan’s, When Chan was 15, she was diagnosed with lupus, an Betty Silva, sent out a letter to the staff at Rio Vista Elemen- autoimmune disease that occurs when the body’s immune tary asking if anyone would be willing to become a kidney system attacks its own tissues and organs. Inflammation donor for Chan. When Fabbro received the letter, she did not from lupus can affect body organs and systems such as hesitate. She told Chan that she would gladly donate joints, skin, kidneys, blood cells, brain, heart and lungs. a kidney to help save her life.

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Shirley Chan rings a special victory bell in the hospital when she checks out after her surgery.

“ I am so touched by her kindness. It was just really Alex Fabbro relaxes humbling and amazing.” after the operation with —Shirley Chan, El Monte Elementary Teachers a plush kidney. Association

“I thought, ‘I’m athletic, and all of my Fabbro and Chan spent three days in I can speak for everyone at Rio Vista health issues have been self-inflicted the hospital, then were released. Fabbro Elementary when I say that Alex Fabbro sports injuries,’ ” Fabbro said. returned home, but Chan stayed close to is our hero! This type of sacrifice and Over several months, Fabbro endured the hospital for the next few weeks for genuine love and compassion for another multiple medical exams and tests to see checkups and tests. person speaks volumes of her character, if she was a match for Chan. In the event Chan is overwhelmed and over- and is yet another example of educators’ that they were not compatible, Fabbro joyed at the generosity of her friend, giving spirit. She deserves our deepest volunteered her kidney in exchange for and happy to regain her independence thanks and respect for her most precious one that was compatible with Chan’s again. “I am so touched by her kindness,” gift, the gift of life! anatomy. Fortunately, Fabbro turned out she says. “To offer herself, and not just to be a perfect match, and the pair started herself, but her time. It was just really Dawn Marsh is an education specialist to work closely with their medical teams humbling and amazing.” at Rio Vista Elementary School and to plan the final steps of the transplant. Fabbro, meanwhile, is counting down member of El Monte Elementary Teach- The operation took place April 23 at the days until she can return to her active ers Association. Scripps Green Hospital in San Diego. lifestyle. Both women are thriving.

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From Within The Science of Anime Often educators’ CHRIS MEHARG, East Side Teachers Association, has found a unique way to entertain students while teaching creativity spills over them something. The self-described science nerd and into a book, blog, app anime aficionado teaches high school biology and also writes Anime Science 101 (animescience101.com), which or other work. We’re breaks down how science is portrayed in anime and video happy to showcase games. The blog has tips on how to use the info in the classroom, such as conducting a standard chemistry lab members’ talents. flame test based on characters from the Japanese manga series Fairy Tail. Meharg’s personal favorite? Explaining how viruses kill cells by citing Naruto blowing up a snake in the Forest of Death by making numerous shadow clones inside of it. We’ll have to study up.

“Hey, that’s me!” As a stay-at-home mom and then a reading specialist, PHELICIA LANG struggled to find books for her children and students with characters that looked like them and reflected them in a positive way. The Antioch Education Association member created Me on the Page (meonthepage.com), to produce and promote “what is true, healthy, and good … so our children see themselves on the page.” The Tay Early Reader series is the first out and is available on the site, as well as Amazon and Barnes & Noble. Next up: a series for girls. “My greatest joy comes when I hear children say, ‘Hey, that’s me!’” after reading one of her books, Lang says. “Encouraging the kids to dream big dreams and be kind is the message I want to impart to them.”

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You Here? Cal Poly physics professor TOM BENSKY mainly teaches in a lecture hall. For years, he couldn’t find a good way to take daily class attendance. Then it dawned on the California Faculty Association member that smartphones are ubiquitous — and location-aware. Last summer he used his “meager” Web-design skills to come up with Youhere, an app that uses geofencing and a phone’s location capabilities so students can let teachers know they’re present (those who say they are but aren’t are stymied by the virtual fence). Bensky now starts class by saying, “Please check in with your phone.” Genius! Attendance records are compiled and available on the site youhere.org. Download the app from Apple Store or Google Play.

Got something for these pages? Send details to [email protected] with “Lit From Within” in the subject line. We lean toward new(ish) work that can be used in the classroom. Your card. Your rewards. Your way.

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For more information about the rates, fees, other costs and benefits associated with the use of the credit card, call the toll-free number above or visit www.newcardonline.com. * Choice category, grocery store and wholesale club Net Purchases earn bonus cash rewards on the first $2,500 of combined Net Purchases made each calendar quarter. Once the $2,500 quarterly limit is reached, additional Net Purchases will earn base cash rewards of 1%. ** You will qualify for $150 bonus cash rewards if you use your new credit card account to make any combination of Purchase transactions totaling at least $500 (exclusive of any fees, returns and adjustments) that post to your account within 90 days of the account open date. Limit 1 bonus cash rewards offer per new account. This one-time promotion is limited to customers opening a new account in response to this offer and will not apply to requests to convert existing accounts. Other advertised promotional bonus cash rewards offers can vary from this promotion and may not be substituted. Allow 8-12 weeks from qualifying for the bonus cash rewards to post to your rewards balance. This credit card program is issued and administered by Bank of America, N.A. Visa and Visa Signature are registered trademarks of Visa International Service Association, and are used by the issuer pursuant to license from Visa U.S.A. Inc. Bank of America and the Bank of America logo are registered trademarks of Bank of America Corporation. 58 cta.org ©2019 Bank of America Corporation CC050719 AR4YH57H MB0719-AD-CAEDU

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“ Our students don’t have part- time needs, so they can’t have part-time solutions.” —Roxana Dueñas, UTLA

The Main Message New ads underscore educators’ advocacy for students Your card. Your rewards. Your way. EDUCATORS ARE TIRELESS supporters and advocates for all students, and in the latest ads from the CTA Media Fund they explain why.

® “The needs our students have for emotional counseling THE NEW CTA CASH REWARDS are not being met,” says Marisa Villegas in one of the ads. ® CASH BACK in the CATEGORY of YOUR CHOICE VISA SIGNATURE CREDIT CARD “Students need art and music. More creative kids tend Gas Online Shopping Dining Travel Drug to be better problem-solvers,” continues Rosie Reid, who | | | | is one of California’s 2019 Teachers of the Year. % Stores | Home Improvement & Furnishings “I’m out there fighting for smaller class sizes, more counselors and more nurses,” says Angelia Brye-Jones in 2% CASH BACK at grocery stores & wholesale clubs another ad. Participating Educators CASH BACK on all other purchases The spots aired in May, including one in Spanish. 1% Ever Flores-Deras and Roxana Dueñas are featured in RODNEY BROWN, Earn 3% and 2% cash back on the first $2,500 in combined choice the Spanish-language ad. Dueñas is known as the face Oakland Education Association APPLY TODAY: category/grocery store/wholesale club purchases each quarter.* of UTLA’s teachers strike in January because she was ANGELIA BRYE-JONES, call 1-888-758-7946 or 3 featured on protest posters. Sacramento City Teachers Association CASH REWARDS BONUS if you make at least $500 “Our students don’t have part-time needs,” she says in visit newcardonline.com Plus the ad, “so they can’t have part-time solutions.” ROXANA DUEÑAS, $ in purchases in the first 90 days of account opening** Mention Priority Code BAACA2 150 To view the spots, go to United Teachers Los Angeles youtube.com/californiateachers. EVER FLORES-DERAS, Healdsburg Area Teachers Association president For more information about the rates, fees, other costs and benefits associated with the use of the credit card, call the toll-free number above or visit www.newcardonline.com. * Choice category, grocery store and wholesale club Net Purchases earn bonus cash rewards on the first $2,500 of combined Net Purchases made each calendar quarter. Once ROSIE REID, the $2,500 quarterly limit is reached, additional Net Purchases will earn base cash rewards of 1%. Mt. Diablo Education Association ** You will qualify for $150 bonus cash rewards if you use your new credit card account to make any combination of Purchase transactions totaling at least $500 (exclusive of any fees, returns and adjustments) that post to your account within 90 days of the account open date. Limit 1 bonus cash rewards offer per new account. This one-time promotion MARISA VILLEGAS, is limited to customers opening a new account in response to this offer and will not apply to requests to convert existing accounts. Other advertised promotional bonus cash Oakland Education Association rewards offers can vary from this promotion and may not be substituted. Allow 8-12 weeks from qualifying for the bonus cash rewards to post to your rewards balance. This credit card program is issued and administered by Bank of America, N.A. Visa and Visa Signature are registered trademarks of Visa International Service Association, and are used by the issuer pursuant to license from Visa U.S.A. Inc. Bank of America and the Bank of America logo are registered trademarks of Bank of America Corporation. JUNE / JULY 2019 59 ©2019 Bank of America Corporation CC050719 AR4YH57H MB0719-AD-CAEDU

1906 Educator draft v3.indd 59 6/12/19 11:20 AM CTA & You

Members Only Handy access to deals, discounts and more

CTA MEMBER BENEFITS CONTACT LIST

Program Provider Telephone Website CTA Travel, Access to Savings 888-818-5217 CTAMemberBenefits.org/ Entertainment access and Purchasing Discounts CTA Death and CTA Member Benefits 650-552-5200 CTAMemberBenefits.org/dd Dismemberment Plan NEA Complimentary NEA Member Benefits 855-632-5433 neamb.com/complife Life Insurance CTA/NEA EEL Insurance CTA Legal Services Dept. 650-552-5425 cta.org/legal CTA Disaster Relief Fund CTA Member Benefits 650-552-5200 CTAMemberBenefits.org/drf Vision Discount Program Vision Service Plan 800-877-7195 CTAMemberBenefits.org/vsp for CTA/NEA-Retired Members CTA Group Life Standard Insurance 800-522-0406 CTAMemberBenefits.org/life Insurance Company CTA Group Disability Standard Insurance 800-522-0406 CTAMemberBenefits.org/ Insurance Company disability CTA Auto and Home California Casualty 866-680-5142 CTAMemberBenefits.org/ Insurance Program calcas CTA Financial Services Provident Credit Union 650-508-0300 CTAMemberBenefits.org/ 800-632-4600 provident outside 650 CTA Credit Card Bank of America 888-758-7946 CTAMemberBenefits.org/ Program creditcard NEA Member Benefits NEA Member Benefits 800-637-4636 neamb.com Programs CTA Rental Car Program Enterprise Rent-A-Car 800-736-8227 CTAMemberBenefits.org/ enterprise CTA 403(b) Retirement CTA Member Benefits 650-552-5200 CTAMemberBenefits.org/ Savings Plan rsp CTAinvest.org CTA Business Initiatives & 650-552-5200 CTAinvest.org Development Department

For more information go to CTAMemberBenefits.org or contact CTA Member Benefits at 650-552-5200

60 cta.org

1906 Educator draft v3.indd 60 6/12/19 11:20 AM EDUCATORS Create Your Professional Growth Path

CHOOSE FROM HUNDREDS OF CONVENIENT COURSES TO ENHANCE YOUR TEACHING SKILLS

FEATURED FORMATS:

Summer is a great time to up-skill and Independent Study: enhance your teaching. These courses offer flexibility and the ability to complete a course faster or Explore wellness strategies and approaches slower than a traditional live course. Our courses deliver the same high- quality content and expert instruction as traditional, “face-to-face” courses. in our Teacher Wellness Series. Or, turn your passion for reading into positive and effective Online Self-Paced: improvement with our R.E.A.D Series. And, Offering you the perfect blend of accessibility, convenience and flexibility with options like the Beginning Teachers for you to control your learning pace. You will use course textbooks, manuals, assignments, digital tools, and exams to learn and earn credit. Series and the Professional Teachers Program Series, USD has hundreds of choices for every Online Fixed-Date: stage of your teaching career. This format offers a convenient, yet rigorous style of learning that allows you to structure your education to suit your schedule. Online courses have fixed start and finish dates, but as an online student, you will have access to your digital classroom at any time. View our course offerings now! Visit SanDiego.edu/EducatorsPrograms Classroom: These courses are offered in a traditional classroom where you can connect with your instructor and classmates in a live setting. This Prior district approval is highly recommended and the responsibility of the student if using course units towards learning environment facilitates communication on a given subject in salary advancement, credential renewing, and/or real time, enables immediate feedback, and fosters interaction with the recertification. Not all courses may qualify in your local instructor and like-minded classmates. school district.

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ENTER TO WIN!

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